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An examination of students' attitudes toward school and classroom scienceMorrell, Patricia Drozdowski 17 March 1992 (has links)
The purpose of this study was to examine fifth,
seventh, and tenth graders' attitudes toward school and
classroom science by means of questionnaires and
interviews. In particular, the study hoped to determine
(a) if a relationship existed between these two attitudes,
(b) what relationship, if any, grade level, gender,
ethnicity, school/community type, expected GPA and science
grade, and personally satisfying GPA and science grade had
with either or both of the attitudes, and (c) the source
of students' attitudes.
The questionnaires used in this study (Science
Attitude Scale for Middle School Students by Misiti,
Shrigley, and Hanson and one constructed by the author)
were found to be both valid and reliable. The surveys
were administered to approximately 1,000 fifth, seventh,
and tenth graders from schools representing rural, small
city, and urban communities at the commencement and near
the end of the schools' fall terms. After the second
administration of the questionnaires, 25 students,
representing each grade level from each community type,
were interviewed following a structured interview format.
The results indicated that while a statistically
significant relationship did exist between students'
attitudes toward school and toward classroom science, the
relationship had no practical meaning. Females were
slightly more positive about school than their male
counterparts. No gender differences were found with
respect to attitudes toward classroom science. Fifth
graders held significantly more positive attitudes toward
science than seventh and tenth graders. None of the other
variables were found to have any practical relationship to
either of the attitudes.
The interview data suggested that students from all
three grade levels had definite feelings about school and
classroom science, particularly about modes of
instruction, relevancy, their teachers, and the effect of
attitude on achievement. / Graduation date: 1992
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The effects of types, quantity, and quality of questioning in improving students' understandingSahin, Alpaslan 15 May 2009 (has links)
This research is based on the Middle School Mathematics Project (MSMP) funded
by the Interagency Educational Research Initiative (IERI) through a grant to the American
Association for the Advancement of Science (AAAS). Both teachers’ video lessons and
students’ pre-and-post test scores were used to investigate the effects of teachers’ types,
quality, and quantity of questioning students’ knowledge of algebra concepts and skills in
variables, change, equality, and equations in middle school students in seventh and eighth
grades. The study further explored the relationship between types of questioning, quality of
questioning, and quantity of questioning. Later, teachers’ intention of asking two types of
questions, probing and guiding, and teachers’ questioning acquisition methods were
studied through face-to-face teacher interviews.
This dissertation used a mixed approach utilizing both quantitative and qualitative
methods. The data were collected from 33 teachers in two different states, Texas and
Delaware, who participated in the IERI project either during the 2002-2003, the 2003-
2004, or the 2004-2005 school years. A total of 103 videotapes were obtained consisting of
one to five lessons for each teacher. The teachers used one of four different textbooks:
MathThematics (Billstein, et al., 1999), Connected Mathematics (Lappan, et al., 1998),
Mathematics: Applications and Connections Glencoe Algebra (Collins, et al., 1998), or
Mathematics in Context (MiC) (Romberg, et al., 1998). The results showed that teachers’ quality of probing questions affected students’
achievements when other variables--teachers’ teaching experience, textbook, and teachers’
math preparation--were controlled. It was also found that AAAS’ two highest rated two
textbooks, CMP and MiC, affected students’ understanding. Moreover, teachers’ math
preparation predicted student performance. Furthermore, quality and quantity of guiding
questions and probing questions were significantly correlated with each other (p < 0.01).
For the qualitative part, it was found that teachers’ were asking what they intended
to ask. In other words, they were aware of the role of questioning they were using. Also,
there were several methods that seemed to be more used when acquiring questioning skills-
-watching and observing teachers, being in the field or from student-teacher experience,
and workshops.
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Converting among fractions, decimals, and percents: an exploration of representational usage by middle school teachersMuzheve, Michael Tapfuma 15 May 2009 (has links)
Using both quantitative and qualitative data collection and analyses techniques, this study examined representations used by sixteen (n = 16) teachers while teaching the concepts of converting among fractions, decimals, and percents. The classroom videos used for this study were recorded as part of the Middle School Mathematics Project (MSMP). The study also compared teacher-selected and textbook representations and examined how teachers‘ use of idiosyncratic representations influenced representational choices on the number test by the teachers‘ five hundred eighty-one (N = 581) students.
In addition to using geometric figures and manipulatives, a majority of the teachers used natural language such as the words nanny, north, neighbor, dog, cowboy, and house to characterize fractions and mathematical procedures or algorithms. Coding of teacher-selected representations showed that verbal representations deviated from textbook representations the most. Some teachers used the words or phrases bigger, smaller, doubling, tripling, breaking-down, and building-up in the context of equivalent fractions. There was widespread use of idiosyncratic representations by teachers, such as equations with missing or double equal signs, numbers and operators written as superscripts, and numbers written above and below the equal sign. Although use of idiosyncratic representations by teachers influenced representational choices by students on the number test, no evidence of a relationship between representational forms and degree of correctness of solutions was found. The study did reveal though that teachers‘ use of idiosyncratic representations can lead to student misconceptions such as thinking that multiplying by a whole number not equal to 1 gives an equivalent fraction. Statistical tests were done to determine if frequency of representation usage by teachers was related to the textbook, highest degree obtained by teacher, certification, number of years spent teaching mathematics, number of years teaching mathematics at grade level, number of hours completed on professional development related to their textbook, and total number of days spent on the Interagency Education Research Initiative (IERI) professional development. The results showed representation usage was related to all the above variables, except the highest degree obtained and the total number of days spent on the IERI professional development.
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A study to determine the relationship between motivation and reading engagement in adolescenceSchumacher, Tracy A. January 2001 (has links) (PDF)
Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.
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Parent involvement in the Menomonie Middle School Educational Talent Search ProgramSnyder, Teresa A. January 2003 (has links) (PDF)
Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.
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A jigsaw puzzle : assessing the English vocabulary level of junior secondary students in Hong Kong /Salter, B. W. Jim January 2002 (has links)
Thesis (M.A.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 59-64).
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Teacher beliefs about conceptual understanding in mathematicsLovelace, Stephen D. January 2005 (has links)
Thesis (Ph. D.)--University of Wyoming, 2005. / Title from PDF title page (viewed on Feb. 20, 2008). Includes bibliographical references (p. 117-127).
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Evaluation of a middle school language arts programGast, Jacquelyn. January 2008 (has links) (PDF)
Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.
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Girls just want to have fun connecting girls in grades six through eight with reading materials they want to read /Naelitz, Samantha L. January 2008 (has links)
Thesis (M.Ed.)--Bowling Green State University, 2008. / Document formatted into pages; contains ix, 120 p. Includes bibliographical references.
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Parental involvement in education a teachers perspective /Tokar, Tonia. January 1999 (has links) (PDF)
Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1999. / Includes bibliographical references.
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