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The document discusses using culturally responsive teaching and gifted differentiation strategies to raise mathematical achievement among diverse learners. It notes the underrepresentation of African Americans in gifted programs and issues with standardized tests. The research question asks if these teaching methods can increase math achievement. The proposed study would use a quasi-experimental design to compare math scores of 6th grade students taught with these strategies to those not receiving such instruction. Limitations include not observing subgroup differences and confusion around research assumptions.
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This paper is a systematic review of intervention trategies used when teaching students with Disabilities.
Dr. W.A. Kritsonis, Dissertation Chair for Dr. Steven Norfleet
This dissertation examines practices that are important for improving African American student achievement. The study uses a mixed methods approach to understand student experiences with effective school practices. Quantitative data was collected through a survey of 98 African American students measuring their experiences across 7 correlates of effective schools. Qualitative data involved interviews with 34 students exploring their high school's efforts in areas like providing a safe environment, high expectations, instructional leadership, and home-school relations. The results provide insights into practices that resonate with African American learners and may help close achievement gaps.
Michelle Annette Cloud, PhD Dissertation Defense, Dr. William Allan Kritsonis...
Dr. William Allan Kritsonis, PhD Dissertation Chair for Dr. Michelle Annette Cloud, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
Dr. William Allan Kritsonis & Steven Norfleet
Dr. William Allan Kritsonis & Steven Norfleet
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Dr. William Kritsonis, Dissertation Chair
This dissertation examines the relationship between African American student experiences with school practices deemed important to achievement and performance in developmental education mathematics courses. A mixed methods approach was used, including administering a survey to 98 students measuring their experiences with seven correlates of effective schools. Qualitative interviews were also conducted with 34 students in focus groups. The study aimed to identify school leadership practices that resonate with African American learners and inform efforts to close achievement gaps.
Powerpoint of expertise
This document discusses common misconceptions about English language learner (ELL) dropouts and presents information on the realities and potential solutions. It explores myths such as total English immersion being beneficial and bilingual education causing dropouts. In reality, ELLs with native language and cultural maintenance are less likely to dropout. The document also addresses issues like a lack of uniform reporting of graduation rates. Potential solutions presented include bilingual and bicultural education, alternative schools, improved outreach programs, and testing reforms.
Dr. William Allan Kritsonis, Dissertation Chair for Steven Norfleet, Disserta...
This document outlines Steven Norfleet's dissertation defense for a mixed methods study on school practices that promote African American student achievement. The study examined how African American students describe their experiences with correlates of effective schools, and how those correlates relate to student achievement in developmental math courses. The defense covers background on the achievement gap problem, purpose/problem statements, significance of studying this issue, the conceptual model drawing on effective schools research, research questions, and a review of relevant literature.
Modernizing Curriculum and Instruction: The Case of Mathematics in the United...
Modernizing Curriculum and Instruction: The Case of Mathematics in the United...Center for Global Education at Asia Society
This document summarizes the key findings and recommendations from the US National Mathematics Advisory Panel's 2008 report on modernizing mathematics curriculum and instruction in the United States. The summary highlights that the Panel recommended streamlining the K-8 mathematics curriculum to focus on mastery of key topics like fractions that are critical foundations for algebra. It also recommended ensuring all students have access to an authentic algebra course by 8th grade and that teachers need to have strong content knowledge in algebra topics. The Panel found limited evidence that calculators improve math skills and called for more high-quality research on effective instructional practices.FINAL CASE STUDY
The document discusses using student biographies and culturally responsive teaching practices to better meet the needs of diverse students like Cheryl, a first grade English language learner from a low socioeconomic background who is performing below grade level. It provides insights from the literature on creating a "third space" in the classroom, implementing Krashen's Input Hypothesis, and emphasizing disciplinary literacy. The case study examines how understanding Cheryl's background and implementing supportive practices could help improve her literacy development.
Preliminary Exam
Presents justification for dissertation study looking at five different types of learner-content interaction in self-directed electronic professional development in science education
Guided discovery learning strategy and senior school students performance in ...
This document summarizes a study that investigated the effects of guided discovery learning strategy on mathematics performance of senior secondary students in Nigeria. The study found:
1) Students taught using guided discovery learning performed significantly better on a mathematics test than students taught using non-guided methods.
2) Male and female students performed equally well when taught using guided discovery, showing gender had no impact on performance.
3) Higher scoring students benefited most from guided discovery, followed by medium scorers, while lower scorers benefited the least.
The study concluded that guided discovery learning is an effective strategy for improving mathematics performance, though benefits students of different scoring levels unevenly.
Copy of johnson, clarence the national dilemma of african american students
This article discusses disparities in mathematics achievement and instruction for African American students. It finds that African American students often receive lower quality mathematics instruction that is less aligned with recommendations from the National Council of Teachers of Mathematics compared to white students. Some key disparities highlighted include African American students being less likely to experience instruction focused on reasoning and non-routine problem solving, more likely to use computers for drill/practice rather than simulations/applications, and more likely to have teachers who do not allow calculator use. The article concludes that addressing these inequities in instruction is necessary to improve mathematics achievement for African American students.
Johnson, clarence the national dilemma of african american students
This article discusses disparities in mathematics achievement and instruction for African American students. It finds that African American students often receive lower quality mathematics instruction that is less aligned with reform recommendations than white students. This includes less emphasis on reasoning and problem-solving, more use of worksheets, and less access to technology for simulations or applications. The article also finds that African American students lack access to qualified teachers and resources at the same rates as white students. These disparities persist despite efforts at desegregation and reform and contribute to ongoing gaps in mathematics achievement between African American and white students.
Rebecca Duong, PhD Proposal Defense, Dr. William Allan Kritsonis, Dissertatio...
Dr. William Allan Kritsonis, PhD Dissertation Chair for Rebecca Duong, PVAMU, Member of the Texas A&M University System
Ell drop outs - copy
This PowerPoint presentation discusses factors that contribute to low graduation rates among English Language Learner (ELL) students and suggests strategies to address the problem. It finds that ELL students often have poor academic achievement, especially in reading. They also face a lack of communication between schools and families. Additionally, ELL students are often not provided adequate language services or teacher support. The presentation recommends providing early reading interventions, improving school-family communication, ensuring adequate resources and support for ELL students, and making schools more culturally competent to help increase ELL graduation rates.
An Opportunity To Learn US History What NAEP Data Suggest Regarding The Oppo...
This document summarizes a study that examined National Assessment of Educational Progress (NAEP) U.S. History assessment data to better understand factors associated with 12th grade students' historical knowledge. The study found that opportunity to learn (OTL), such as instructional exposure, is associated with learning outcomes. However, Black students experience an opportunity gap, receiving less instructional exposure in U.S. History. When controlling for socioeconomic factors, instructional exposure positively predicted achievement, though some differences remained. Both student characteristics and instructional factors significantly impacted achievement. The study indicates culturally congruent instruction is needed to ensure positive learning experiences for Black students.
Lectura 4
This article examines representations of teacher quality, quantity, and diversity reported by awardees of a national mathematics and science program. It identifies seven common interventions implemented across the program to influence teacher quality and the teacher population. Three key themes emerged: 1) awardees' knowledge and use of research-based professional development; 2) a shift to include specialized subject knowledge preparation for elementary teachers in addition to middle/high school teachers; and 3) involvement of STEM faculty and teacher leaders in collaborative activities at all levels and in both math and science. Efforts to influence teacher quantity and diversity were limited in scope and in initial stages. The findings provide insight into the program's impact on teacher quality, quantity, and diversity.
Adoption of National Science and Mathematics Standards
In 1991, Jonathan Kozol published Savage Inequalities, a book that dramatically made public what most people who visit schools have always known - that American children experience shockingly different conditions of schooling. These differences are even more likely to be exacerbated in science education, the most resource-dependent of the academic subjects. Children cannot learn what is not taught. For instance, only 45% of eighth graders report that they do science experiments each week, and only about 52% of the nation's eighth grade science teachers feel that they have enough materials to teach science.
With the movement toward new standards, some educators and policy-makers fear that simply changing standards without changing the education system that distributes opportunities to learn could result in even greater inequities for children who are poor, in minority groups, learning English as a second language, attending poor schools, or have disabilities. We can define "opportunity to learn" to include the presence of decent, safe science classrooms, certified, qualified science teachers, professional development opportunities for teachers, textbooks, supplies, laboratory equipment, and access to new technology. Crucial to successful adoption of the new science reforms are teachers who understand the reforms well and can translate them into practice. This issue of fidelity between intended reforms and classroom implementation is significant, especially since the existing research suggests that it is hard to achieve.
Professional development is one answer, but the type of professional development needed for science and mathematics reform must be comprehensive, and probably expensive. If successful science and math reform is dependent upon resources as defined above, then poor schools and students could find themselves even further behind as a result of the reform. In a national study of school-level reform of mathematics, it was found that 69 percent of the schools that were involved in significant efforts to improve mathematics defined themselves as "suburban." These results suggest that opportunity to learn is further limited and stratified; new initiatives are designed to counteract this problem, aiming reform funds at urban schools that are disproportionately poor and disproportionately populated by diverse learners.
The concerns about opportunity to learn are magnified when considering various populations. For instance, do female students in classrooms where gender biases flourish have an equal opportunity to learn? Students who are learning to speak English and students with disabilities have experienced similarly impoverished resources in science and mathematics classrooms as do children in poor schools. What might be done to improve their opportunity to learn, if science and math for all is the goal?
Source: https://ebookschoice.com/adoption-of-national-science-and-mathematics-standards/
Blended learning (3)
This document summarizes a presentation about a study examining how blended learning impacted course enrollment patterns for rural students. It introduced a case study of a rural high school that began offering AP science courses through a blended learning model. While this indirectly increased AP enrollments, it did not directly increase access for high-achieving students, who were already marginalized by ability grouping practices. The presentation concluded by calling for shifting the school culture to be more inclusive of rigorous academic programming and examining different blended learning models and instructional grouping strategies.
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Agnes, cave when learning is at stake nftej v20 n3 2010
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Syllabus
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Introduction to objective, scope and outcome the subject
Chapter 2
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Ugcrtma presentation
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