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Using Student Goal Setting and Individual Student Conferences to Increase Academic Achievement in Mathematics
Get PDFABSTRACT
This study focuses on an elementary school in the Midwest region of the United States; this community serves as a regional center of education, commerce, and health care. Participants in this study are a classroom of 17 fifth grade students; 35% girls and 65% boys. The school district in this study recently adopted a new mathematics curriculum, Bridges. In using this new mathematics curriculum, the teachers have noticed that many of the fifth-grade students are consistently scoring in the red on the assessments. This research study will investigate whether implementing goal setting and individual student conference sessions will improve fifth grade students\u27 academic achievement, specifically related to mathematics. The following research questions will be used: Does using Student Goal Setting and Individual Student Conferences Increase Academic Achievement in Mathematics? What happens to students’ self-evaluation skills when they are required to evaluate their own work? This research will investigate whether implementing goal setting and individual student conference sessions will improve fifth grade students\u27 academic achievement, specifically related to mathematics.
With the Bridges math curriculum, students are given a pre-assessment for a unit followed by a post-assessment. After each of these assessments the students complete a self-reflection sheet based on their scores and feelings on the assessment. The unit pre and post assessments will measure student growth through the unit and the assignments will show how the formative assessment process is helping them with the mastery of skills. Data will be compared after each assessment to see if improvements have been made since implementing the goals and conference interventions. The research design selected was a mixed method of quantitative and qualitative action research. The quantitative approach uses the rubric in the Bridges math curriculum, while the self-reflection sheets can be analyzed using a qualitative grounded theory approach. A mixed-methods approach was chosen because the researcher wanted to measure growth, but also understand how students felt about the use of setting and reaching goals, feedback on formative assessment, and the opportunity to learn from their mistakes.
Data will be collected via individual, small group, and whole group observations; student conference (discussion); scores from formal and informal assessments, and work samples. Five minutes will be set aside each day to allow students to complete and/or reflect on their mathematics goals. Each student will meet with the teacher at least once a unit (lower students more frequently) for an individual student conference related to their mathematics goals and academic progress. Each unit lasts approximately twenty class periods. With the Bridges math curriculum, students are given a pre-assessment for each unit followed by a post-assessment. After each of these assessments the students will complete a self-reflection sheet based on their scores and feelings on the assessment. After gathering the data from the methods above, the pre-assessment score and post- assessment score will be calculated and compared to summarize growth in learning from the beginning to the end of the unit
Adding Student Choice to the Classroom
No full textABSTRACT
This study was designed to research the impact of choice in the classroom on student time spent on task. This topic was chosen because there are various ideas and options out there as far as classroom management options. This researcher thought that adding choice to the classroom would give students ownership over their own learning, and in turn gain more interest.
There were thirteen participants of this study, all were second grade students from the same class. Their ages were seven and eight years old. The school the research was conducted at is a smaller school in an urban town. The school is a school-wide title one school, with a diverse population of students.
Data was collected multiple times per day for one week to determine the baseline of who was on task, without added choices. Then this researcher added choice options for assignment and seating in various areas of the day and continued to take data for another three weeks.
The overall findings of this study would indicate that adding choices to the classroom does in fact increase student time spent on task
The Impact of a Social Emotional Learning Integrated Curriculum on Student Social Emotional Competencies
Get PDFIn recent years, education has been especially concerned with the rise in student mental health concerns. Issues such as low academic achievement, disturbing behaviors, conflicts amongst students, low self-esteem, and lack of social and emotional support amongst other concerns, have led to the notion that social emotional learning (SEL) needs to be incorporated into students’ education in order to combat some of the serious issues students are facing while trying to navigate their education. This study makes the claim that SEL can be easily incorporated into the everyday curriculum already used by educators no matter their background in SEL and by doing so they will effectively increase students’ social emotional competencies, leading to a positive effect on student mental health and the behaviors that result when students have not been exposed to social emotional learning. Evidence presented in the study suggests a positive correlation between a social emotional learning integrated curriculum and an increase in students’ social emotional competencies
Goal Setting and Self Monitoring Among High School Students With Exceptionalities
Get PDFMany students with learning difficulties struggle to maintain focus which leads to off-task behavior and missing assignments. This occurs with students of all ages but is most prevalent with students in middle school and high school. This project investigated the effects of goal setting and self monitoring among high school students with exceptionalities. It also includes research, evidence, and summaries of other studies conducted related to goal setting and self monitoring. These case studies include strategies used to increase student productivity in the classroom. All published literature used in this text have been published within the last nine years and have proven to be valid and reliable
HR Newsletter: Updates from the Office of Human Resources at Minnesota State University Moohread
Get PDFBody Positivity: A School Counseling Group for Adolescents
Get PDFAn eating disorder is a mental illness characterized by severe, unhealthy changes in appetite and dysphoric body image. One main indicator that an eating disorder is likely to occur is the person having a perfectionistic personality type. Another major factor is having an intense consciousness of body image, often with this being very skewed and negative. Both, when brought to extremes, have dangerous consequences for the person’s mental and physical health. Eating disorders typically first appear in adolescence or young adulthood, most markedly for females; thus, it is pertinent that school counselors are aware of the signs of an eating disorder. Additionally, the access to sufficient treatment and care, including the incompetence of school counselors to care for or treat adolescents with eating disorders, is few and far between. This literature review investigates eating disorders and their connections with the personality trait of perfectionism, and body image, with special attention to the concepts of top performance and the thin ideal. Furthermore, it discusses the competence of school counselors in relation to this mental illness and proffers certain treatments school counselors can implement for these students. Overall, this literature review looks into eating disorders and their connection to perfectionism and body image. It then goes into some of the research and common findings between these topics, with an addition to why it is important for school counselors to have this knowledge and the implications this has. It also addresses current issues regarding school counselors providing care for eating disorders and provides suggestions of treatment options. Finally, it briefly mentions the diversity gap in eating disorder research and the implications this has for school counselors. With all of this in mind, it offers a potential school counseling group that school counselors can implement, based off of the body positivity movement
A Book Review of The Nexus of Teaching and Demographics: Context and Connections from Colonial Times to Today
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First generation preservice teachers’ self-efficacy regarding the teaching of diverse students and the incorporation of diverse topics into classroom content
Get PDFThe purpose for this study was to examine whether there is a difference in self-efficacy between first generation and non-first generation preservice teachers to address the teaching of diverse PK-12 students. Bandura’s (1997) concept of self-efficacy was employed as a framework to understand the results of the study. A cross-sectional design was used to analyze a self-efficacy survey that was administered to first generation and non-first generation preservice teachers. A total of 55 preservice teachers nearing completion of their teacher preparation at one university participated. The data demonstrates statistically significant differences of unequal self-efficacy development between first generation and non-first generation preservice teachers despite being trained in the same program. The findings may shed light on how educator preparation programs can better prepare first generation preservice teachers to serve diverse students and the incorporation of diverse topics into classroom content
Positive Influences on Why They Stay: A Qualitative Study on the Contributing Factors to Teacher Retention in Rural North Dakota
Get PDFIn the United States, a considerable amount of educators leave the field within the first five years of employment. Midwestern rural schools experience a slightly higher turnover percentage than do their urban counterparts. Due to this shortage of teachers, many districts have employed strategies to recruit and retain effective teachers. Although many studies focus on the reasons teachers exit the profession, this study identifies the positive factors of why teachers remain in a rural North Dakota school. This qualitative study employed a phenomenological approach which generated common themes among long-staying teachers in a rural district. Both the social constructivism and teacher career cycle theoretical frameworks were utilized to support the researcher’s understanding of rural teachers\u27 feelings, perceptions, and experiences. The positive attributes of working in a rural community are the personal relationships teachers make with students, families, and colleagues and the strong support from administration and mentorship from colleagues
Avoiding Burnout: Newsletters that Promote Special Education Teachers Well-Being
No full textWith the alarming rate of teachers leaving the educational field, there is a definitive shortage of people entering the field of special education. Educators need access to different tools and resources that will allow them to know about other things that can help limit or reduce the strain of things causing teacher burnout. By sending out these resources to educators and informing them of different tools they can use, we can help alleviate teacher burnout, keep more educators in the fields, and stop losing our young teachers just entering before they have even completed student teaching experiences. Each of these newsletters will contain different tips and strategies for educators who have been in the field for years and educators who are currently going into the field. Some newsletters will discuss various things, such as questions you should ask during your interview, whereas others are strategies and techniques you can add to your daily or weekly routines. I created five newsletters to help current educators and new educators , entering into the field deal with teacher burnout and find effective strategies to stay effective within the field