The purpose of this study is to examine through a phenomenological approach the impact of the instructional practices of three African-American female teachers on the learning outcomes in mathematics of third- to fifth-grade African-American males. The research design of this study utilized a qualitative and quantitative phenomenological model to examine a particular group of teachers and their students at a suburban metro Atlanta school district. The researcher conducted data analysis using a variety of statistical testing to examine the relationships between student learning outcomes and gender, race, teacher perceptions and beliefs, teacher expectations, teacher-student interactions, student behavior, differentiated learning, and parental influences for each grade level. The findings from this research show how both internal and external factors can contribute to student learning outcomes as well as how common themes emerged related to pedagogical practices. Moreover, the results of the study indicate that educators must come to terms with the reality of their teaching practices. The study shows how three African-American teachers successfully promoted effective teaching practices that provided an equitable learning environment that impacted both the quality and quantity of teaching and learning for African-American students in their learning outcomes.

The purpose of the study was to explore the relationship between mathematics teachers’ subject matter knowledge and their teaching effectiveness. A convenient sample of 19 grade 11 mathematics teachers and 418 students were initially selected for the study and took part in some stages of the study. Of this lot, only 11 teachers and 246 students participated in all the stages of the study. Explanatory Mixed methods research design which entails the use of a co-relational study and a descriptive survey design were employed in the study. Data was collected from the teachers using a self report questionnaire, Teacher Subject Matter Knowledge of Trigonometric Functions Scale (TSMKTFS) and peer evaluation questionnaire, and from students using teacher evaluation questionnaire and Student Trigonometric Functions Performance Scale (STFPS). All the instruments had their validity and reliability accordingly determined. Quantitative data gathered was analysed using descriptive and inferential statistics while qualitative data gathered from teachers’ and students’ tests were analysed using task performance analysis. It was found that a positive, statistically significant relationship existed between teachers’ subject matter knowledge and the composite measure of their teaching effectiveness. The relationships between teachers’ subject matter knowledge and students’ achievement and also between teachers’ subject matter knowledge and students’ rating of the teachers’ teaching effectiveness were found to be positive and statistically significant. However, the relationships between teachers’ subject matter knowledge and teachers’ self rating as well as teachers’ subject matter knowledge and peers’ rating of teachers’ teaching effectiveness were not found to be statistically significant though they were positive. Further data analysis showed that there was a difference between the subject matter knowledge of effective and ineffective teachers and also between the students taught by effective teachers and the students taught by the ineffective teachers. / Institute of Science and Technology Education / PhD (Mathematics Education)

This study investigates the use of co-operative learning in the teaching of mapwork to Geography students in tertiary education. Diverse methods of teaching Geography mapwork and also theories of learning that are relevant to the teaching of mapwork are discussed. Co-operative learning, and how it can be employed in the teaching of mapwork is fully explained. The study revealed that co-operative learning method can help students to achieve higher marks in mapwork. It is an instructional method that uses small groups of students working together to meet educational goals. The approach relies on interaction and interdependence and thus is especially suited to higher level conceptual tasks requiring problem-solving and decision-making. / Psychology of Education / M. Ed. (Psychology of Education)

<p>У&nbsp; првом&nbsp; делу&nbsp; докторске&nbsp; дисертације&nbsp; сагледана&nbsp; је теоријска&nbsp; основа&nbsp; мултимедијалне&nbsp; наставе,&nbsp; могућности који&nbsp; се&nbsp; њеном&nbsp; применом&nbsp; постижу,&nbsp; али&nbsp; и&nbsp; претходна истраживања&nbsp; која&nbsp; су&nbsp; се&nbsp; бавила&nbsp; њеном&nbsp; применом&nbsp; у настaвном&nbsp; процесу.&nbsp; Емпиријски&nbsp; део&nbsp; докторске дисертације&nbsp; представља&nbsp; резултате&nbsp; педагошког истраживања са паралелним групама (Е и К) током кога је сагледана ефикасност примене мултимедије у настави Прирoде&nbsp; и&nbsp; друштва&nbsp; у&nbsp; поређењу&nbsp; са&nbsp; традиционалном наставом.&nbsp; Експериментални&nbsp; узорак&nbsp; је&nbsp; обухватио&nbsp; узорак од&nbsp; 142&nbsp; ученика&nbsp; IV&nbsp; разреда.&nbsp; Инструменти&nbsp; примењени&nbsp; у овом&nbsp; истраживању&nbsp; су&nbsp; тестови&nbsp; (иницијални,&nbsp; финални&nbsp; и поновљени),&nbsp; састављани&nbsp; на&nbsp; шест&nbsp; нивоа&nbsp; ревидиране<br />Блумове&nbsp; таксономије.&nbsp;&nbsp; Коришћени&nbsp; су&nbsp; и&nbsp; протоколи посматрања&nbsp; и&nbsp; анкете&nbsp; за&nbsp; ученике&nbsp; и&nbsp; учитеље експерименталне&nbsp; групе.&nbsp; Статистичка&nbsp; обрада&nbsp; података<br />добијених&nbsp; након&nbsp; тестирања&nbsp; извршена&nbsp; је&nbsp; применом програмског&nbsp; пакета&nbsp; SPSS 19.0.&nbsp; Резултати&nbsp; истраживања показују&nbsp; да&nbsp; примена&nbsp; мултимедије&nbsp; у&nbsp; наставном&nbsp; процесу повећава квалитет и квантитет усвојеног знања ученика,као и и да утиче на пораст мотивације ученика.</p> / <p>U&nbsp; prvom&nbsp; delu&nbsp; doktorske&nbsp; disertacije&nbsp; sagledana&nbsp; je teorijska&nbsp; osnova&nbsp; multimedijalne&nbsp; nastave,&nbsp; mogućnosti koji&nbsp; se&nbsp; njenom&nbsp; primenom&nbsp; postižu,&nbsp; ali&nbsp; i&nbsp; prethodna istraživanja&nbsp; koja&nbsp; su&nbsp; se&nbsp; bavila&nbsp; njenom&nbsp; primenom&nbsp; u nastavnom&nbsp; procesu.&nbsp; Empirijski&nbsp; deo&nbsp; doktorske disertacije&nbsp; predstavlja&nbsp; rezultate&nbsp; pedagoškog istraživanja sa paralelnim grupama (E i K) tokom koga je sagledana efikasnost primene multimedije u nastavi Prirode&nbsp; i&nbsp; društva&nbsp; u&nbsp; poređenju&nbsp; sa&nbsp; tradicionalnom nastavom.&nbsp; Eksperimentalni&nbsp; uzorak&nbsp; je&nbsp; obuhvatio&nbsp; uzorak od&nbsp; 142&nbsp; učenika&nbsp; IV&nbsp; razreda.&nbsp; Instrumenti&nbsp; primenjeni&nbsp; u ovom&nbsp; istraživanju&nbsp; su&nbsp; testovi&nbsp; (inicijalni,&nbsp; finalni&nbsp; i ponovljeni),&nbsp; sastavljani&nbsp; na&nbsp; šest&nbsp; nivoa&nbsp; revidirane<br />Blumove&nbsp; taksonomije.&nbsp;&nbsp; Korišćeni&nbsp; su&nbsp; i&nbsp; protokoli posmatranja&nbsp; i&nbsp; ankete&nbsp; za&nbsp; učenike&nbsp; i&nbsp; učitelje eksperimentalne&nbsp; grupe.&nbsp; Statistička&nbsp; obrada&nbsp; podataka<br />dobijenih&nbsp; nakon&nbsp; testiranja&nbsp; izvršena&nbsp; je&nbsp; primenom programskog&nbsp; paketa&nbsp; SPSS 19.0.&nbsp; Rezultati&nbsp; istraživanja pokazuju&nbsp; da&nbsp; primena&nbsp; multimedije&nbsp; u&nbsp; nastavnom&nbsp; procesu povećava kvalitet i kvantitet usvojenog znanja učenika,kao i i da utiče na porast motivacije učenika.</p> / <p>In the first part of the doctoral dissertation, the theoretical basis&nbsp; for&nbsp; multimedia&nbsp; teaching,&nbsp; the&nbsp; opportunities&nbsp; that&nbsp; are achieved by its application, and the previous research that dealt&nbsp; with&nbsp; its&nbsp; application&nbsp; in&nbsp; the&nbsp; actual&nbsp; process&nbsp; were examined.&nbsp; The&nbsp; empirical&nbsp; part&nbsp; of&nbsp; the&nbsp; doctoral&nbsp; dissertation represents&nbsp; the&nbsp; results&nbsp; of&nbsp; a&nbsp; parallel-group&nbsp; pedagogical research&nbsp; (E&nbsp; and&nbsp; C)&nbsp; during&nbsp; which&nbsp; the&nbsp; effectiveness&nbsp; of multimedia&nbsp; application&nbsp; in&nbsp; subject&nbsp; Nature&nbsp; and&nbsp; Society teaching compared to traditional teaching was considered. The experimental group included a sample of 142 pupils of forth&nbsp; grade.&nbsp; The&nbsp; instruments&nbsp; applied&nbsp; in&nbsp; this&nbsp; study&nbsp; were tests (initial, final, and repeated), composed on six levels of revised&nbsp; Bloom&nbsp; taxonomy.&nbsp; The&nbsp; monitoring&nbsp; protocols&nbsp; and the&nbsp; survey&nbsp; for&nbsp; students&nbsp; and&nbsp; teachers&nbsp; of&nbsp; the&nbsp; experimental group were used. Statistical data processing obtained after the&nbsp; testing&nbsp; was&nbsp; carried&nbsp; out&nbsp; using&nbsp; the&nbsp; software&nbsp; package SPSS 19.0. The results of the research show that the use of multimedia&nbsp; in&nbsp; the&nbsp; teaching&nbsp; process&nbsp; increases&nbsp; the&nbsp; quality and&nbsp; quantity&nbsp; of&nbsp; students&#39;&nbsp; acquired&nbsp; knowledge,&nbsp; as&nbsp; well&nbsp; as that it affects the growth of student motivation.</p>

This thesis draws on a case study research method conducted to identify the challenges of school leadership and to investigate the opportunities of instructional leadership practices via a distributive approach for secondary school principals in Haramaya District of Oromia region, Ethiopia. This qualitative research approach allows for obtaining detailed information from the participants for the issue under study. The participants of the study were five secondary school principals, 25 secondary school management members and five Haramaya District Education Office experts. Totally 35 participants were the subjects of the study. The data collected from the participants were analysed using a thematic analysis by employing the necessary steps of qualitative data analysis. Therefore, the study identified that school principals do not give equal emphasis for some of the instructional leadership roles and distribute instructional leadership roles based on a traditional ways rather than using a theme approach. The support provided to school principals from stakeholders to strengthen their instructional leadership practices using a distributive approach is also low. In addition, lack of knowledge and skill of principals to understand the recent school leadership theories and a distributive approach make principals not to practice instructional leadership via a distributive approach effectively and efficiently. Moreover, low commitment of stakeholders to take instructional leadership roles and activities, lack of adequate support from stakeholders to principals and lack of instructional materials and qualified personnel were the major challenges of principals in practicing instructional leadership via a distributive approach. Finally, the researcher recommended that school principals, Haramaya District Education Office and East Hararghe Zone Education Desk should work collaboratively to formulate and communicate a school vision, to use technology for assisting learning and strengthen CPD programme based on need assessment. Moreover, school principals should work on the approach of distributive leadership on a team base to use the various knowledge, skill, expertise and experience of stakeholders. Teachers, students, parents, community, educational authorities at different levels, GO and NGOs should distribute instructional leadership roles and activities to support principals. Haramaya District Education Office and East Hararghe Zone Education Desk in collaboration with NGOs should prepare up-to-date training and strengthen school-community relationships. / Educational Management and Leadership / D. Ed. (Education Management)

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Abstract In a charter school in the Southwest United States, elementary students were struggling to attain proficiency in math and have been failing to meet the standards in math on the Arizona Instrument to Measure Standards test. As a result, these students may not have been prepared for more advanced math courses as they continued their schooling, and this failure to attain proficiency in math may continue to impact the school's ability to make adequate yearly progress. The purpose of this explanatory case study was to explore the perspectives of elementary math teachers toward teaching math, their preparation to teach math, and the possible influences they may have on their students' math skills development. The theoretical framework was self-efficacy theory. Data were gathered through questionnaires completed by 5 participants teaching kindergarten through 5th grade and through the investigation of archival data of their students' achievement test scores. Emerging themes were coded to record and organize relevant information. The participants indicated that they did not feel prepared to teach elementary math when entering the classroom after their teacher preparation programs and that they want to gain more content knowledge and learn more strategies to teach math. Social change may occur as the elementary math teachers are given a voice concerning the teaching of math, and this voice could be used in producing staff development and improving instruction.

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There is an ongoing debate about what teaching practices are the most effective ones in order to improve student performance. However, little is known about the impact across countries and literature is highly inconclusive. In this work, we extend the portfolio of countries and provide evidence about the role of modern and traditional teaching practices on students' test scores in 43 countries. Our analysis is performed in two steps and is a typical example of hierarchical linear modelling (HLM). In the first step, we perform student fixed effect method to account for majority of selection issues. We identify a positive, negative or no effect of modern or traditional teaching methods on student performance. These results are priceless for policy makers suggesting that there is no one-fits-all-approach towards modern or traditional teaching methods to order to improve students' test scores. As a great variation is observed, we continue further and investigate what country characteristics could explain these differences across countries. Bayesian model averaging (BMA) method supports us in a model uncertainty and a particular variable selection. Our findings indicate that cultural dimension uncertainty avoidance, which describes country's rigidity in behaviour and institutions, assists in explaining...

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