An Investigation into Careless Errors Made by 7th Grade Mathematics Students

In this action research study, I investigated the careless errors made by my seventh-grade mathematics students on their homework and tests. Beyond analyzing the types of careless errors and the frequency at which they were made, I also analyzed my students’ attitudes toward reviewing their work before they turn it in and self-reflection about the quality of work that they were producing. I found that many students did not know how to review their test before turning it in; no one had ever taught them how to do so. However, when students were given tools to help them with this task, they were able to make strides towards reducing the number of careless errors that they made and began to turn in high quality work that demonstrated their understanding of the content that had been taught. As a result of this research, I plan to teach my students how to go back over their homework and tests before turning them in. I also intend to continue to use the tools that I have produced to encourage students to self-reflect on the work that they have done. Assessment is such an important piece of educating my students and the careless errors made on these assessments needed to be addressed.

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.

Nebraska Cattlemen/Nebraska Cattle Women Conference

I’m so pleased to be here with you today, and I look forward to visiting and working with members of this group now and in the future. Since arriving in Nebraska nearly a year ago now on a snowy, blustery day, I’ve been delighted to take every opportunity that comes my way to get to know Nebraska and Nebraskans better. I want to know what you think are Nebraska’s greatest needs, now and in the future. I want to know how you think the University of Nebraska Institute of Agriculture and Natural Resources can help meet those needs. I seek ways all of us, working together, can find the most efficient and effective solutions for Nebraska’s concerns.

Nebraska Turfgrass Conference

I’m delighted to be here with you, and look forward to visiting with as many of you as possible both today and in the future. I’ve just completed one year in my job as University of Nebraska Vice President of agriculture and natural resources and Harlan Vice Chancellor of the Institute of Agriculture and Natural Resources, and it has been a learning year for me. As I start this second year, I look forward to learning even more about Nebraska and its citizens, and one of the ways to best do this is to hear what you are thinking. I want to know what you consider Nebraska’s greatest needs, now and in the future. I want to know how you think the Institute of Agriculture and Natural Resources can help meet those needs. I seek ways all of us working together, can find efficient and effective solutions to Nebraska’s concerns, and I want to know your interests in our work – what you think we do well, what you think we could do better, what you think the needs of the future will be.

Annual Report of Nebraska's Reading First

Thi report summarizes the results of the first year of the Reading First Initiative in Nebraska. Results show that teachers and schools have made a real effort to change. Student performance in the earlier grades has shown great promise for the following years, however, growth in fluency and comprehension in grades 2 and 3 were not as impressive and require additional attention. Overall, students make at least a year’s progress in most schools and most demographic groups. Schools can make much better use of the data they were collecting and need further direction in this area The assessment results were triangulated by observations in the classrooms, interviews, and teacher responses to professional development- teachers know how to teach PA and the alphabetic principle but were still struggling with: finding time and effective strategies for fluency training teaching comprehension strategies teaching self monitoring. Growing gaps for SPED, Ethnic minorities, and ELL students suggest an emphasis on the secondary and tertiary levels of intervention in the schools.