Increasing Student Confidence and Knowledge through Student Presentations

In this action research study of a 9th grade Algebra classroom, I investigated the influence of having students present homework solutions and what effect it had on student learning and student confidence. Students were asked to present solutions to homework problems each day and were rated on how well they did. The students were also surveyed about their confidence and feelings about mathematics. Students were also observed for information about who they asked questions of when presented with a math problem they did not understand. In this classroom, two teachers were involved in instruction and this study examines what affect this had on student learning and who was asked for help. As a result of presentations, students’ confidence increased and students reacted positively to both the presentations and their own mathematical learning. The students felt the presentations were a benefit to the class and watching their peers solve mathematical equations helped them to better understand the mathematics.

Increasing Teacher Involvement with Other Teachers Through Reflective Interaction

In this action research study of a district’s mathematics teachers, the researcher investigated how teachers interact with other teachers in their building and throughout the district. The researcher wanted to know how deeply teachers thought about teaching mathematics, and if they use other teachers in the district as a resource to help with unknown math problems. The researcher discovered that some teachers are willing to interact with others, but would like to have time supplied to them during the school year’s staff development meetings. The teachers involved were able to observe each other teaching and take valuable strategies back to their own classrooms. As a result of this research, the researcher would like to see this study continued next year during staff development time. The support of the district and staff development are key to the success of this study.

BLACKBIRD AND STARLING ROOSTING DYNAMICS: MPLICATIONS FOR ANIMAL DAMAGE CONTROL

Each winter an estimated 350 million starlings, red-winged blackbirds (Agelaius phoeniceus), common grackles (Quiscalus quiscula), and brown-headed cowbirds (Molothrus ater) congregate in roosts in the southeastern United States (Meanley 1971, Meanley and Royall 1976). These birds have been of increasing concern because of agricultural damage claims (Stickley et al. 1976, Dolbeer et al. 1978), reputed health hazards (Monroe and Cronholm 1977), and other nuisance problems associated with them. Historical population trends (Dolbeer and Stehn 1979) and the source of winter-roosting blackbirds (Meanley 1971, Meanley and Dolbeer 1978, and Dolbeer 1978) have been summarized, but little information on the number of consecutive nights a bird returns to the same roost (roost fidelity) or the dynamics of a winter roost is available. The purpose of this paper is to present information on roost fidelity and population dynamics needed to better understand and manage winter blackbird and starling roosts.