A CASE STUDY OF AN EFFECTIVE MIDDLE SCHOOL ALGEBRA I TEACHER

1 online resource (140 pages) : PDF

2011

University of North Carolina at Charlotte

ABSTRACTPATRICIA LORRAINE CURTIS LINTON. A case study of an effective middle school Algebra I teacher. (Under the direction of DR. DAVID K. PUGALEE)Using a qualitative case study approach, the research was an exploration of the perceptions of middle school students on the role of their mathematics teacher in their success or failure to achieve in his mathematics classroom. Also, the study examined the teacher's perceptions of his role in the students' achievement. Further, the research explored the teacher's strategies while teaching Algebra I. Through the use of 135 hours of classroom observations, student interviews, teacher interviews, and field notes, the following teacher strategies were supported: the use of routine, extensive modeling, scaffolding, differentiation, real life examples, and strong encouragement. Achievement data and end-of-course assessments confirmed that this low-performing, high-poverty middle school had 100% pass rates on the state Algebra I end of course test.

doctoral dissertations

Mathematics--Study and teaching
Education

Ph.D.

Constructivism
Differentiation
Effective
Middle School
Modeling
Teaching

Curriculum & Instruction

Pugalee, David

Lock, Corey
Wang, Chuang
Heggestad, Eric

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2011.

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Linton_uncc_0694D_10244

http://hdl.handle.net/20.500.13093/etd:1124