scholarly journals Teachers Learning Together Project: Differentiation in Math

2009 ◽  
Vol 5 (1) ◽  
Author(s):  
Vandana Verma ◽  
Fran Elliot ◽  
Janet Imrie ◽  
Brigitte Gear ◽  
Michael Berg
Keyword(s):  
Action Research ◽  
Problem Solving ◽  
Inner City ◽  
Mathematics Teachers ◽  
Math Instruction ◽  
Action Research Project ◽  
Student Work ◽  
Oral Form ◽  
Grade 3 ◽  
Literacy Scores

Having experienced success in increasing EQAO literacy scores through differentiated instruction initiatives for literacy, five mathematics teachers in a small, inner-city JK to Grade 3 school joined together in an action research project to investigate differentiation techniques to improve their math instruction. Together, they developed a series of lessons to teach problem-solving to Grades 1, 2, and 3 students, and selected specific differentiation strategies to incorporate across the classes. Findings revealed that students demonstrated an increased repertoire of math strategies, improved organization of student work, increased ability to justify their thinking in written and oral form, and a new enthusiasm for problem solving.

scholarly journals Practitioner Driven Action Research…Created by a Practitioner, for Practitioners!

10.28945/4587 ◽  
2020 ◽  
Vol 4 ◽  
pp. 119-121
Author(s):  
michael donahue
Keyword(s):  
United States ◽  
Action Research ◽  
Problem Solving ◽  
The United States ◽  
Action Research Project ◽  
Research Project ◽  
Special Operations ◽  
Organizational Problem ◽  
Academic Resources

The dissertation culminates in an artifact creation called the Practitioner Driven Action Research (PDAR) framework. It was conceptualized, refined, and field-tested during a yearlong Action Research project at the United States Special Operations Command (USSOCOM). PDAR focuses on immediate problem-solving and driving practitioners towards adopting action-driven outcomes grounded in Action Research. The framework seeks to help practitioners across USSOCOM approach organizational problem-solving more systematically and scientifically along with better integrating academic resources into the process.

scholarly journals Penerapan Model Pembelajaran Kooperatif Tipe Number Head Together Dengan Alat Peraga Materi Bangun Ruang Kubus Dan Balok Pada Peserta Didik SMP Darul Ulum Muncar

2019 ◽  
Vol 5 (1) ◽  
pp. 16
Author(s):  
Mekar Arum Kusuma
Keyword(s):  
Action Research ◽  
Problem Solving ◽  
Descriptive Analysis ◽  
Learning Model ◽  
Student Work ◽  
Concept Understanding ◽  
Teaching Aids ◽  
Class Viii ◽  
Classroom Action Research ◽  
Academic Year

This classroom action research was motivated by the low ability of students in terms of understanding concepts and problem solving abilities. The purpose of this study was to describe the application of the Number Head Together learning model with teaching aids to improve concept understanding and problem-solving abilities on the subject matter of building cubes and block of class VIII-C students of Darul Ulum Middle School 2017/2018 academic year held on April 16, 2018 to 9 May 2018. The type of research used was classroom action research with 2 cycles, consisting of 3 meetings in each cycle. The stages of each cycle include planning, implementation, observation and reflection. The data collection techniques and tools in this study used descriptive analysis techniques for data in the form of student work documents, lists of values and observations. The results showed that with the Number Head Together cooperative learning model with teaching aids there was a conducive learning atmosphere so that the ability to understand concepts and students' problem solving abilities increased, from the results of the study, it was known that the first cycle to the second cycle had an increase in the learning cycle. students reached 66.6% while in the second cycle there was an increase with a percentage of success reaching 86.6%. It was concluded that the NHT learning model could improve concept understanding and problem solving abilities.

scholarly journals Det tværprofessionelle samarbejde – et paradoks i skolens socialpædagogiske arbejde?

2017 ◽  
Vol 13 (25) ◽  
pp. 14-23
Author(s):  
Ditte Tofteng ◽  
Mette Bladt
Keyword(s):  
Social Work ◽  
Action Research ◽  
Problem Solving ◽  
Welfare State ◽  
Organizational Structures ◽  
Professional Work ◽  
Action Research Project ◽  
The Social ◽  
Modern Welfare State

Tværprofessionelt samarbejde er tidens løsen på komplekse sociale problemstillinger. Den moderne velfærdsstats borgerindsatser synes at kræve et særligt samkoordineret arbejde mellem professioner. Men nogle gange ser det ud til, at det tværprofessionelle ender med at stå i vejen for en sagsgang og indsats, der er faglig meningsfuld og foregår rettidigt. Artiklen vil – med udgangspunkt i en case fra et længevarende aktionsforskningsforløb på en skole i Københavnsområdet – sætte fokus på, hvordan det tværprofessionelle samarbejde kan blive et benspænd for opgaveløsningen. Artiklen viser, at det tværprofessionelle nogen gange ender med at blive systemets svar på de af systemet skabte problemer.Inter-professional cooperation is often the solution for complex social problems. The social work of the modern welfare state seems to demand a specialized coordinated cooperation between professions. But sometimes it looks like, the inter-professional work end up being in the way of an administration and effort, which is timely and professional sound. Based on a long term action research project the article will, be focused on how the inter-professional work sometimes becomes a trip up for problem solving. The article shows that the inter-professional sometimes become the systems answer to problems created by the organizational structures of the system.

What Happens When Eighth Graders Become the Teachers?

2009 ◽  
Vol 111 (8) ◽  
pp. 1930-1953
Author(s):  
Stephanie Stecz
Keyword(s):  
Action Research ◽  
Public School ◽  
Inner City ◽  
Research Question ◽  
Eighth Graders ◽  
Eighth Grade ◽  
Full Time ◽  
Action Research Project ◽  
Research Project ◽  
Eighth Grade Students

Background/Context Significant research has been done on the cognitive and academic outcomes of older-younger and peer-peer student relationships. Whether in a one-on-one setting or a setting in which responsibility for teaching is shared among members of a collaborative group, well-planned, well-organized, and well-executed student-student interactions have repeatedly shown positive evidence of student progress and learning This action research project differentiates itself from previous research in several ways because it focuses on motivational and attitudinal outcomes when every student in a classroom of eighth graders serves as a teacher of “new-to-everyone” content for three classes of younger students. Purpose/Objective/Research Question/Focus of Study The research question I asked was: What happens when my eighth-grade students teach younger students about Japan? My purpose was to find out if and how teaching younger students affected eighth graders in my K-8 inner city public school. I was also interested in whether and how the project affected the school community. Setting The research took place in a K-8 inner city Chicago public school. Population/Participants/Subjects The participants were 27 eighth-grade students, and a second-grade, a third-grade, and a fourth-grade class of approximately 25 students each. Approximately 96% of participating students were African American, and 4% were Hispanic. Intervention/Program/Practice The project consisted of a 10-week period during which my eighth-grade class was split into three groups that developed and taught lessons about Japan to classes of younger students. Research Design This was an action research project that I did in my classroom while teaching full time.

Word Problem-Solving by Students with and without Mild Disabilities

1996 ◽  
Vol 62 (5) ◽  
pp. 415-429 ◽  
Author(s):  
Rene S. Parmar ◽  
John F. Cawley ◽  
Richard R. Frazita
Keyword(s):  
Problem Solving ◽  
Students With Disabilities ◽  
Standardized Tests ◽  
Word Problem ◽  
Word Problems ◽  
Math Instruction ◽  
Single Digit ◽  
Word Problem Solving ◽  
Mild Disabilities ◽  
Grade 3

Performance on mathematics word problems having varying structures was compared for Grade 3–8 students with and without mild disabilities. Students with disabilities performed at significantly lower levels than did those without disabilities in four types of word problems, even when the problems involved only single-digit computation. Significant effects were also evident for grade and operation (addition, subtraction, multiplication, and division). The findings highlight the need for math instruction to move from a focus on computation to problem-solving activities, including word problems of varying structures. Further, test developers must make more effort to present a variety of reasoning and problem-solving activities in standardized tests.

Exploring the Fourth Order

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Barend KLITSIE ◽  
Rebecca PRICE ◽  
Christine DE LILLE
Keyword(s):  
Action Research ◽  
Fourth Order ◽  
Subject Matter ◽  
Action Research Project ◽  
Research Project ◽  
Building Trust ◽  
Current Business

Companies are organised to fulfil two distinctive functions: efficient and resilient exploitation of current business and parallel exploration of new possibilities. For the latter, companies require strong organisational infrastructure such as team compositions and functional structures to ensure exploration remains effective. This paper explores the potential for designing organisational infrastructure to be part of fourth order subject matter. In particular, it explores how organisational infrastructure could be designed in the context of an exploratory unit, operating in a large heritage airline. This paper leverages insights from a long-term action research project and finds that building trust and shared frames are crucial to designing infrastructure that affords the greater explorative agenda of an organisation.

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