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In this third of four articles discussing the introduction of action research to a class of pre-service teachers, Julian and Dianne draw upon reflections written by students in their teacher program to examine the degree to which engaging in action research heightens their self-awareness.
This paper examines the roles various stakeholders must own in a program that includes split-grade classes in terms of teacher requirements, principal and parental support, as well as student selection. The research is limited in its scope. Various curriculum delivery strategies are explored: whole class, teacher-led, independent group work, self-directed and multimedia projects, based on practical experiences and lessons learned in the classroom. Finally, classroom management approaches are considered from the point of view of assistant teachers, routines and transitions, room equipment and use, tutoring, student assessment and evaluation.
The purpose of this study was to investigate the effects of using problem-solving strategies in middle school mathematics classes. Participants were seventh grade Pre-algebra students from a school located in Maryland. Sixty-nine students participated in the study. Using math attitudinal surveys, exit tickets, observations and interviews as measuring tools, this study was designed to determine if motivation in students would increase if the students were taught problem-solving strategies in order to help them become more resilient. Students successfully completed exit tickets and demonstrated resiliency in attempting and successfully completing problems that appeared unsolvable to them. Also, based on the attitudinal surveys, after only a one-week period, 16% of the students no longer hated the challenge of math.
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