Evaluation Of A Research Methodology

In 2014, a study took place in a special education resource class at a rural elementary school (Flores, Hinton, & Schweck, 2014). Four elementary students were used in this study using the CRA sequence. Flores et al., 2014 used a multiple-probe design to show a functional relation. The assessment materials included twenty-five problems requiring multiplication with regrouping of two digit numbers. In the concrete procedure, the teacher modeled two problems using place value maps with base-ten blocks. The teacher also used guided practices and independent practice with the two problems, while working with the students to solve problems in a back and forth process (Flores et al., 2014). In the representational procedure, involved drawings using tallies, squares, and cubes. Ones were small tallies, tens were long tallies, and hundred were squares, and thousands were cubes. Teachers used modeling, guided practice, and independent practice to check for understanding. The abstract lesson procedures involved solving regrouping problems using the RENAME strategy: (1) Read the problem; (2) Examine the ones; (3) Note the ones (4) Address the tens, (5) Mark the tens; (6) Examine the hundreds and not the hundreds. The abstract stage involved only using numbers and the RENAME strategy. The teacher modeled two problems, guided three problems, and the

In supporting the various ways students learn, educators need to introduce and share ideas that are relevant and understandable. Problem solving is generally the most challenging for students who experience difficulties in Math. Garguilo and Metcalf (2013) discuss the need for considerable scaffolding and direct instruction when it comes to real-life problem in mathematics. The student may be able to add and subtract to a satisfactory standard, but cannot apply skills in problem solving methods. These types of difficulties are usually seen in students with ADHD. (Garguilo & Metcalf, 2013, p. 360) Studies suggest using a combination of formal and informal assessment in identifying both group and individual strengths and learning by means of representing the problem in different modes; see and hear, touch,

Teacher education is enhanced by using teachers as researchers. Teachers, who do research, can provide information on student interaction and classroom environments, and have a broad sampling field due to the amount of time spent in scholastic settings. This kind of action research allows a teacher to share with others what she/he has learned. It also offers to them, foundations for decisions regarding appropriate interventions and outcomes for improving students’ education or literacy within their classroom or school. When a teacher/researcher collects data for the purpose of research, they will mostly likely use a qualitative method (Johnson, 2008). Within this research, data is collected through observations and the answering of questions that relate to the data. Using this method, questions are more open ended and less defined, so there is more room for researchers to collect a variety of data. There are many ways that data can be collected for research purposes such as, the use of rubrics, student profiles, logs, and observation records that may consist of anecdotal records, checklists, reflections, conferences, interviews, and surveys. During my CIRG 621 my action research was based around Math. Although these courses are geared toward Reading Language arts I wanted to improve my student’s math scores and my ability to

Teachers are demonstrating a greater knowledge of their content, and are teaching the same subjects for longer periods of times. The district level should require the teachers to implement a backwards design when creating their unit plans. The same grade level teachers from the parish will meet as a group to design the district test for each unit. This planning will help the teachers set their instructional objectives for their classes, and find additional resources to use during instruction. As a future district level supervisor, I believe, as stated in Standard 2, I have gained the knowledge and the understanding of curriculum design, implementation, evaluation, and refinement in order to help the teachers improve their student’s math

The research in this paper is to discuss strategies used to teach students with severe disabilities in mathematics. “According to the American Association on Intellectual and Developmental Disabilities, (AAIDD) Intellectual disability is characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. The diagnoses of the disability should come before the age of 18 (Westling, Fox, & Carter, 2015).” Mathematics is a core subject area that can pose a challenge for a large amount of students in America, and especially those with severe disabilities. “According to a study, only a quarter of students with disabilities that

Progress is the key element of the math PLC at Mary B. Neal Elementary. The progress will provide vital information to the PLC and administration of the school. Concerning the progress and how it will be monitored, the members will create a monitor sheet. Bi-weekly, the team will meet to review the data of the math classes. During these meetings, members will analyze the progress of all students and see where the misconceptions are within the student data. The PLC will also monitor and assess how often staff members are using a guided math approach to math instruction. With peer observations, the members of the PLC will be able to determine which staff members are effectively using guided math and which need more assistance. Currently, Mary

Efficient educators know and understand the importance of selecting, planning, and implementing effective assessment tools and strategies that measure student’s levels of understanding. Different types of assessments are used for a broad range of purposes that include formative, placement, diagnostic, and summative assessments. However, the main purpose is to “foster learning in all its forms” (Lefrancois, 2013, Ch. 6.1). Teachers use pre, formative, and summative assessments to determine what students know before, during, and after instruction. Each measurement is used to plan, modify, and adjust instruction to meet the needs of all learners. Although each form of assessment plays a critical role in ensuring all students succeed, educators

In the article, A Common-Core Challenge: Learners with Special Needs, the article outlines the proposed plans and conflicts associated with a common core assessment in education. The article highlights the struggles of reaching students within a regular classroom with diversity, then divides into the accommodations and modifications needed to give the same assessment to a student with a disability. With the introduction of Common Core and Smarter Balance, general assessments have become the norm to track a student and a teacher’s progress. Many teachers are struggling with the accommodations needed and not compromising the assessment. Some accommodations questioned in the article are communication devices and being able to read portions to a visually impaired student. Both sides believe that the accommodations can compromise

Through the numerous adversities that affect the population of teachers throughout the country, one of the most thankless tasks is the ability to teach those students who have special needs. The subject of math, which is one of the top priorities in education today, within itself, can be quite difficult for those who have no intellectual or learning disabilities. Researching and the analysis of the effectiveness of tools which are readily available, is vital in breaking through to those students who require special attention. Teachers will seek new and innovative methods, as well as strengthen their requirements and skills to adequately perform their job.

This learningenvironment was brightly decorated with wa ll cverings and visual aids. This aided learners to matine focsu and process infrmation more easily. The use of technology was an essental tool in this envronment. iPads and Kindles are used to exercise basic math and reading skills. These students also attend general education classes with indivdual supprt from teacher assistants. These students worked on a wide variety of adaptive skills such as self-care, social skills, school, and jobs daily with multiple community based instruction activities throughout the week. An inteergra instruction strategy discussed between instructors was the importance of a daily routine and esuring expectations and instructions are precise and understood.

The lack of mathematical retention can be seen in the state of Missouri’s MAP test scores, and I chose to focus on fourth grade because of the low performance that is seen in the test. The state of Missouri’s schools are assessed using the MAP test. This assessment shows students’ mastery of the Missouri Learning Standards (Assessment, 2016). Each year all of

Math Solutions, a division of Scholastic, Inc. and founded by Marilyn Burns, is a broadly perceived expert on changing instruction and enhancing achievement for students in math. With over 28 years of leadership and working with many school districts nationwide, their master educational consultants create solutions for quickened, feasible chang, sustainable improvement in teacher effectiveness, student learning, and standardized test outcomes. Math Solutions will work intimately with project staff to create and execute the UMI project’s Summer sessions. They will help the project for two weeks in Year 1 and one week in Years 2 and 3. working collaboratively with math faculty

Each year, teachers at St. Timothy School assess student need using a variety of tools that measure student learning styles, as well as reading levels and math proficiency. Using ongoing assessments in this manner provides teachers with immediate feedback on student progress and allows teachers to analyze the effectiveness of instruction, and make modifications where necessary. Teachers then rely on the resources available to either remediate and intervene to prevent student failure; or accelerate and provide additional challenge for students. This remediation and acceleration model is fluid, and allows flexibility in grouping students. It is possible that a student would be accelerated in some areas, need remediation in others, and be on grade-level for still others. The St. Timothy School instructional model provides for the ultimate in individualized instruction.

Academics will be analyzed in two ways. One way will be by looking at Measures of Academic Progress (MAP) assessments. “Measures of Academic Progress® (MAP®) creates a personalized assessment experience by adapting to each student’s learning level—precisely measuring student progress and growth for each individual” (Measures of Academic Progress (MAP) , 2016) . We administer MAP, which consists of a reading and math assessment, three times a year in the fall, winter and spring. The MAP is a web based test, so the data is accessible online for each

While the data is important the group, judicious use of their time being mindful of faulty inferences is critical. It is important that the group be comprised of members that have been part of data analysis before. This data would include three years of standardized test scores disaggregated by standards, gender, race, and age; the curriculum and pacing guides for all math classes from kindergarten thru ninth grade, and the standards and curriculums for all other subjects that integrate math skills in the