東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Comparing the effectiveness of colla...

Triaga, Russell D.

FindBook

Google Book

Amazon

博客來

Comparing the effectiveness of collaborative instructional practices in algebra.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Comparing the effectiveness of collaborative instructional practices in algebra./
作者:	Triaga, Russell D.
面頁冊數:	124 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.
Contained By:	Dissertation Abstracts International75-07A(E).
標題:	Education, General. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3615024
ISBN:	9781303807299

Comparing the effectiveness of collaborative instructional practices in algebra.
Triaga, Russell D.

Comparing the effectiveness of collaborative instructional practices in algebra. - 124 p.

Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.

Thesis (Ed.D.)--Walden University, 2014.

The use of multiple forms of collaborative instruction to teach integrated algebra makes it difficult for teachers to determine which collaborative form is best suited for the curriculum. An inconsistent approach to integrated algebra instruction at the study school needed to be addressed for the benefit of teacher effectiveness and student achievement. The purpose of this study was to examine the relative effectiveness of the forms of collaborative instruction available to teach integrated algebra. The theoretical underpinnings of this study drew from Albert Bandura, whose social learning theory detailed how people learn from one another. This quantitative comparative study examined differences in math achievement scores among the 5 types of collaborative instruction. A total of 22 collaborative teaching pairs were evaluated using the Collaborative Pair Questionnaire, and 10 collaborative teaching classrooms were chosen for the study---2 for each collaborative model. Student pre- and post-test math scores were examined for differences in achievement across collaborative models using ANOVA. Results suggested that collaborative instruction improved student test scores from pre- to post-test. However, none of the collaborative models increased student achievement significantly more than the others. The resulting project was a training for local school faculty allowing them to expand collaboration instruction to other curriculums in the future. Findings from the study will assist teachers, students, and administrators at the study school by providing a training and guide for teaching integrated algebra, which may be expanded to other areas to increase student acievement through collaborative instruction.

ISBN: 9781303807299Subjects--Topical Terms:

1019158
Education, General.

Comparing the effectiveness of collaborative instructional practices in algebra.
LDR:02616nam a2200277 4500 001 1962502
005 20140811081057.5
008 150210s2014 ||||||||||||||||| ||eng d
020 $a 9781303807299
035 $a (MiAaPQ)AAI3615024
035 $a AAI3615024
040 $a MiAaPQ $c MiAaPQ
100 1 $a Triaga, Russell D. $3 2098592
245 1 0 $a Comparing the effectiveness of collaborative instructional practices in algebra.
300 $a 124 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.
500 $a Advisers: Glenn Penny; Theresa McDowell.
502 $a Thesis (Ed.D.)--Walden University, 2014.
520 $a The use of multiple forms of collaborative instruction to teach integrated algebra makes it difficult for teachers to determine which collaborative form is best suited for the curriculum. An inconsistent approach to integrated algebra instruction at the study school needed to be addressed for the benefit of teacher effectiveness and student achievement. The purpose of this study was to examine the relative effectiveness of the forms of collaborative instruction available to teach integrated algebra. The theoretical underpinnings of this study drew from Albert Bandura, whose social learning theory detailed how people learn from one another. This quantitative comparative study examined differences in math achievement scores among the 5 types of collaborative instruction. A total of 22 collaborative teaching pairs were evaluated using the Collaborative Pair Questionnaire, and 10 collaborative teaching classrooms were chosen for the study---2 for each collaborative model. Student pre- and post-test math scores were examined for differences in achievement across collaborative models using ANOVA. Results suggested that collaborative instruction improved student test scores from pre- to post-test. However, none of the collaborative models increased student achievement significantly more than the others. The resulting project was a training for local school faculty allowing them to expand collaboration instruction to other curriculums in the future. Findings from the study will assist teachers, students, and administrators at the study school by providing a training and guide for teaching integrated algebra, which may be expanded to other areas to increase student acievement through collaborative instruction.
590 $a School code: 0543.
650 4 $a Education, General. $3 1019158
650 4 $a Education, Mathematics. $3 1017588
690 $a 0515
690 $a 0280
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 75-07A(E).
790 $a 0543
791 $a Ed.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3615024