Achievement in Problem Solving

Autor/in	Friebele, David
Titel	Achievement in Problem Solving
Quelle	(2010), (54 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Strategies; Charter Schools; Student Evaluation; Economic Status; Action Research; Student Surveys; Problem Solving; Interpersonal Relationship; Program Effectiveness; Interaction; Teaching Methods; Manipulative Materials; Scoring Rubrics; Self Evaluation (Individuals); Summative Evaluation; Instructional Effectiveness; Minority Groups; Interviews; Middle School Students; Questionnaires; Mathematics Instruction; Worksheets; Student Journals; Thinking Skills; Urban Schools; District of Columbia + Suchen Sie Ihr Suchwort? Lehrstrategie; Charter school; Charter-Schule; Schulnote; Studentische Bewertung; Projektforschung; Schülerbefragung; Problemlösen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Teaching method; Lehrmethode; Unterrichtsmethode; Hilfsmittel; Scoring formulas; Auswertungsbogen; Unterrichtserfolg; Ethnische Minderheit; Interviewing; Interviewtechnik; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Fragebogen; Mathematics lessons; Mathematikunterricht; Studentenzeitung; Denkfähigkeit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This Action Research Project is meant to investigate the effects of incorporating research-based instructional strategies into instruction and their subsequent effect on student achievement in the area of problem-solving. The two specific strategies utilized are the integration of manipulatives and increased social interaction on a regular basis. The project took place over eight weeks, beginning January 11th, 2010 in the sixth, seventh, and eighth grade classes at the Petworth campus of the Center City Public Charter School (CCPCS). CCPCS Petworth campus is located in NW Washington DC, its students are of low socio-economic status, and are all minorities. The tools used to collect data about these strategies included summative assessments, anecdotal field notes, journal entries, surveys, and self-evaluation rubrics for students. After implementation, summative assessments scores increased, student confidence levels improved, and their problem solving strategies were broadened while their critical thinking skills improved as well. Appended are: (1) Data Collection Matrix; (2) Student Survey; (3) Summative Assessment for Sixth Grade; (4) Anecdotal Field Notes Template; (5) Journal Entry Template for 7th Grade; (6) Summative Assessment for 7th Grade; (7) Interview Questions for 7th Grade; (8) Field Notes; (9) Student Survey: Social Interaction; and (10) Social Interaction Rubric. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10