Exploring the Influence of Vocabulary Instruction on Students’ Understanding of Mathematical Concepts

In this action research study of my classroom of 8th grade mathematics, I investigated the influence of vocabulary instruction on students’ understanding of the mathematics concepts. I discovered that knowing the meaning of the vocabulary did play a major role in the students’ understanding of the daily lessons and the ability to take tests. Understanding the vocabulary and the concepts allowed the students to be successful on their daily assignments, chapter tests, and standardized achievement tests. I also discovered that using different vocabulary teaching strategies enhanced equity in my classroom among diverse learners. The knowledge of the math vocabulary increased my students’ confidence levels, which in turn increased their daily and test scores. As a result of this research, I plan to find ways to incorporate the vocabulary teaching strategies I have used into current math curriculum. I will start this process at the beginning of the next school year, and will continue looking for new strategies that will promote math vocabulary retention.

Developing a model of library user education for freshman science students

Discusses the cooperative effort between librarians and science faculty at Bucknell University in developing an effective library use education course for incoming undergraduate science and engineering students. Describes course structure and activities, and includes a library instruction bibliography. (five references) (EA)

Promoting Student Collaboration in a Detracked, Heterogeneous Secondary Mathematics Classroom

Detracking and heterogeneous groupwork are two educational practices that have been shown to have promise for affording all students needed learning opportunities to develop mathematical proficiency. However, teachers face significant pedagogical challenges in organizing productive groupwork in these settings. This study offers an analysis of one teacher’s role in creating a classroom system that supported student collaboration within groups in a detracked, heterogeneous geometry classroom. The analysis focuses on four categories of the teacher’s work that created a set of affordances to support within group collaborative practices and links the teacher’s work with principles of complex systems.

Determining the feasibility and acceptability of a garden-based nutrition curriculum for preschoolers

Obesity rates around the nation have risen to epidemic proportions. Rates of childhood obesity are at very high levels with 24.4% of preschool-aged children in the U.S. currently considered as overweight or obese. The percentage of childhood obesity is much higher in the southern part of the United States as compared to the rest of the nation. Minority populations, especially African American and Hispanic, are affected more than other ethnic groups. Obesity prevention programs are needed targeting young children <6 years of age from minority populations. Currently, there are few obesity prevention programs that have been implemented and evaluated in children <6 years of age. Gardening programs have been successful in improving the health status of elementary school children by increasing fruit and vegetable intake and increasing preferences for healthier food choices. However, there is no evidence of the feasibility and acceptability of a garden-based obesity prevention program among preschoolers. This pretest study, a classroom-based gardening curriculum program with 16 lesson plans and coordinating activities for preschool age children (3-5 years old) enrolled in Head Start, provides the opportunity to address this need. The study included 103 preschoolers from two centers and 9 teachers or teachers' aides. Qualitative data on feasibility and acceptability was collected from process evaluation forms of individual lesson plans and focus groups with teachers. Teacher questionnaires assessed individual teacher characteristics and provided feedback regarding the curriculum. Quantitative measures of teachers' self-efficacy, attitudes, and knowledge pertaining to nutrition were analyzed from pre and post-test surveys. Results revealed this preschool garden-based nutrition curriculum was both feasible and acceptable. The program improved teacher's self-efficacy, knowledge, and attitudes about nutrition, with teacher's confidence in ability to teach a gardening curriculum increasing from a mean score of 2.14 to 3.00 from pre to post test (P value = 0.0046). These results indicate implementing garden-based nutrition lessons within preschools is achievable. Employing garden-based nutrition lessons in the classroom is the first step in teaching children about nutrition and gardening concepts. Constructing gardening beds for more hands-on learning is the next proposed step in the larger parent study of this program.^

How to write criterion-referenced tests for Spanish-English bilingual programs /

"The project reported herein was performed pursuant to a grant from the U.S. Office of Education, Department of Health, Education and Welfare."

Detroit tests of learning aptitude; a new instrument of mental diagnosis: examiner's handbook,

These tests were developed in the Detroit psychological clinic, a department of the Detroit public schools. cf. Pref.

A comparative study of achievement in country and town schools,

Also pub. as Contributions to education, no. 111.

Results of the May testing programs in the elementary and high schools of Michigan (1928),

Mode of access: Internet.

Curriculum and course of study guide for elementary schools of Illinois ...

Includes bibliographies.

Hardware building materials, farm and garden curriculum guide /

Developed under contractual agreements RD3-A9-240 and R-33-X-0442-240 between the Illinois State Board of Education, Dept. of Adult, Vocational and Technical Education, Research and Development Section and the Dept. of Vocational Education Studies, Southern Illinois University, Carbondale.

Testing, teaching and learning : chairmen's report of a Conference on Research on Testing, August 17-26, 1978 /

Bibliography: p. 31

Annual conference on educational measurements.

Issued 1914-15 as Indiana University bulletin; 1916-23 as Bulletin of the Extension Division, Indiana University; 1924- as Bulletin of the School of Education, Indiana University.

Educational achievement : explanations and implications of recent trends.

Item 1005-C

America annuals of education. v. 1-4, Jan. 18260-Dec. 1829; new ser., v. 1, no. 1-5, Jan.-July 1830; 3d ser., v.1-9, Aug. 1830-Dec. 1839.

From Jan. 1826-July 1830 title reads: American journal of education. In August 1830 the title was changed to American Annuals of Education and instruction. The numbers for August-Dec. 1830, however, were issued both under this later title (as 3d ser., b.1, no 1-4) and under the title American journal and annals of education and instruction, new ser., v.1 of the 3d ser. They are preceded by 24 pages ("Editor's address" and "Sketches of Hofwyl") reprinted from the numbers for Aug.-Dec. 1830) In 1838 the title was shortened to American annuals of education. Editors: 1826-29, Williams Russell.--1830-37, W.C. Woodbridge.--1837--38 W.A. Alcott.

Objectives and procedures; report of the Michigan educational assessment program.

Mode of access: Internet.