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Using data-driven analysis to improv...

Pemberton, Cheriese.

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Using data-driven analysis to improve student performance in high school mathematics: An action research study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Using data-driven analysis to improve student performance in high school mathematics: An action research study./
作者:	Pemberton, Cheriese.
面頁冊數:	157 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
Contained By:	Dissertation Abstracts International76-02A(E).
標題:	Education, Leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3636488
ISBN:	9781321181302

Using data-driven analysis to improve student performance in high school mathematics: An action research study.
Pemberton, Cheriese.

Using data-driven analysis to improve student performance in high school mathematics: An action research study. - 157 p.

Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.

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

This item must not be sold to any third party vendors.

Student underperformance in Mathematics is a national problem. Currently our students rank 25th out of 30 developed countries. Should this decline continue, America will become a third world country. Such alarming facts, creates a sense of urgency for change. The big question, is how? The literature shows that student underperformance is directly related to ineffective teaching. Therefore, one can conclude that effective teaching leads to increased student performance. In addition, the literature provided descriptors of what effective instruction looks like in the math classroom as well as the impact of data systems. The literature was instrumental in the design of this Action Research study. Ultimately, the purpose of this Action Research study was to improve student performance in Algebra and Algebra 2 & Trigonometry by improving teacher pedagogy through data-driven practices. Two teams were formed to investigate the problem of practice and effectuate change. After problem analysis, the teachers as co-researchers subsequently developed and implemented intervention strategies that yielded improved student performance as indicated by pre-test and post-test scores. Specifically, both students and teachers increased their usage of academic vocabulary, students improved in their problem-solving skills, and students exhibited increased engagement in solving word problems. Furthermore, teachers enhanced their pedagogical skills as a result of participating in this research project through collaborative interaction and data analysis with their colleagues.

ISBN: 9781321181302Subjects--Topical Terms:

1035576
Education, Leadership.

Using data-driven analysis to improve student performance in high school mathematics: An action research study.
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