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An empirical investigation of entrepreneurs’ communication and gamification strategies in crowdfunding
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Dialectical behavior therapy skills training for emotional problem solving for adolescents (DBT STEPS-A) in urban school contexts: a mixed methods study
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Pre‐schoolers use head gestures rather than prosodic cues to highlight important information in speech
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In: ISSN: 1363-755X ; EISSN: 1467-7687 ; Developmental Science ; https://hal.univ-grenoble-alpes.fr/hal-03348546 ; Developmental Science, Wiley, 2021, ⟨10.1111/desc.13154⟩ (2021)
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Plurality and quantification in graph representation of meaning
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The perception and production of lexical stress among early Spanish-English bilingual children
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A short-term training clinic model for dialectical behavior therapy (DBT) in treating borderline personality disorder (BPD): the case of "Jane"
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Teaching students in heterogeneous and homogeneous Algebra II classes: teacher’s perspectives and student performance
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Abstract:
The controversial debate between detracking and tracking classes has been a topic of discussion from many years. Although many researchers believe the homogenized classroom makeup to be best, researchers not in favor of tracking claim the impact of academic segregation is a serious demonstration of inequality in education (Boaler, 2006; Batruch et al., 2019; Domina et al., 2019; Hallinan, 1994; Lotan et al., 1992; Rubin, 2006). Although educational equality is a vital component of detracking/tracking, the focus here is on academic outcomes.The goal of the current study was to understand the experience secondary mathematic teachers underwent when a class was changed from tracked to detracked. In addition, this study’s aim was to understand the effective supports needed by teachers to successfully teach heterogeneous classes that were once homogeneous. Furthermore, I compared the experiences teachers had when teaching heterogeneous and homogeneous classes. To accomplish this, I conducted semi-structured interviews and qualitatively analyzed the transition from tracking to detracking math classes, changes in teacher experience between teaching heterogeneous and homogeneous classes, and if supports received or not received affected teachers’ ability to teach heterogeneous classes. Additionally, I completed a linear regression to see if class organization (i.e., tracked, detracked) and/or geometry ability (i.e., above average, average, below average) could predict student performance in Algebra II classes. Results indicated that Algebra II teachers felt their voices were not heard and were given no chance to share their input when decisions were made by administration. The teachers recognized the significant differences and felt more at ease when teaching homogeneous classes than heterogeneous classes. Results also indicated that the teachers understood the need for collaboration and support as they transitioned to teach heterogeneous classrooms. Finally, the analysis of student performance within these heterogeneous and homogeneous classrooms provided evidence that with below average students, there was a practical significance for this group with a near 9.3-point final grade advantage for the tracked class organization. ; Ed.D. ; Includes bibliographical references
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Keyword:
Algebra -- Education; Education; Mathematics education
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URL: http://dissertations.umi.com/gse.rutgers:10109
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| 9 |
A phenomenological study exploring experiences of civic participation among older African Americans and Latinx immigrants using an intersectional life course perspective
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Spontaneous afterlife: surrealism as translation in Latin American vanguard poetry
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New geographies of the contemporary novel: scale, border, semi-periphery, world
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Dialectical behavior therapy skills utilization: a three-month follow-up study on clinical outcomes
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An examination of preferences and patterns of skills use in dialectical behavior therapy
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| 16 |
Intention and Attention in Image-Text Presentations: A Coherence Approach
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In: Experiments in Linguistic Meaning; Vol 1 (2021); 273-283 ; 2694-1791 (2021)
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Variability in the analysis of a single neuroimaging dataset by many teams
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In: ISSN: 0028-0836 ; EISSN: 1476-4679 ; Nature ; https://www.hal.inserm.fr/inserm-02914443 ; Nature, Nature Publishing Group, 2020, 582 (7810), pp.84-88. ⟨10.1038/s41586-020-2314-9⟩ (2020)
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Alignment of head nods in French focus: an EMA study
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In: ISSP 2020 - 12th International Seminar on Speech Production ; https://hal.archives-ouvertes.fr/hal-03098761 ; ISSP 2020 - 12th International Seminar on Speech Production, Haskins Laboratories, Dec 2020, Providence (virtual), United States ; https://issp2020.yale.edu/ (2020)
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Individual empathy levels affect gradual intonation-meaning mapping: The case of biased questions in Salerno Italian
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In: ISSN: 1868-6354 ; Laboratory Phonology : Journal of the Association for Laboratory Phonology ; https://hal.archives-ouvertes.fr/hal-03463215 ; Laboratory Phonology : Journal of the Association for Laboratory Phonology, De Gruyter, 2020, 11 (1), pp.1-39. ⟨10.5334/labphon.238⟩ (2020)
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Empathy influences how listeners interpret intonation and meaning when words are ambiguous
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In: ISSN: 0090-502X ; Memory and Cognition ; https://halshs.archives-ouvertes.fr/halshs-03100846 ; Memory and Cognition, Springer Verlag, 2020, 48 (4), pp.566-580. ⟨10.3758/s13421-019-00990-w⟩ (2020)
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