Department: Curriculum and Teaching ![[clear]](close-x.png "Remove this limiter")
18 matches in the database.
These are records: 1 - 18.
1.
Aguiton, Rhonda Lisa.
The Relationship Between Student Engagement, Recess and Instructional Strategies.
Degree: MEd, Curriculum and Teaching, 2012, Bowling Green State University
► Play, including recess, is viewed by child development experts as beneficial to…
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▼ Play, including recess, is viewed by child development experts as beneficial to students’ various aspects of development—social, cognitive, emotional, and physical. Recess is also deemed an opportunity for all to recharge and re-energize after hours of sitting and concentrating on instruction and assigned tasks. With the implementation of the No Child Left Behind Act of 2001, many schools across the United States replaced recess with instructional time in order to prepare better the students undertaking their state’s standardized tests. Furthermore, instructional practices in elementary schools shifted from child-centered, play-based strategies to teacher-centered, didactic strategies. The purpose of this research was to examine fourth-grade teachers’ beliefs about the value of play in child development and classroom instruction, the types of instructional strategies they actually use in their classrooms and their students’ behaviors on the playground and in the classroom in a school with morning and midday recesses and a school with only midday recess. A qualitative phenomenological research method was used for this study in order to describe the lived experiences of teachers in the classroom and their students in the classroom and on the playground. Interviews and observations reveal that the teachers at both schools believe that play and recess are important to the development of their students, but neither has greatly modified instructional strategies to help students reap the benefits which arise through play during recess as the amount of time allotted to recess in both schools has decreased. Teachers’ reliance on teacher-centered instructional practices may be due to misconceptions about play and play-based instruction. Professional development for teachers and school/district administrators is needed to help to nurture a positive philosophical understanding of play and play-based, student-centered instructional practices that can foster students’ social, emotional and cognitive development, in addition to addressing the requisite content and skills called for in the various content standards.
Advisors/Committee Members: Worch, Eric.
Subjects: Curricula; Early Childhood Education; Education; Teacher Education; Teaching
Keywords: recess; play; student engagement; play-based learning; instructional strategies; strategy instruction; No Child Left Behind; No-Recess Policy; Gender Differences, Student Behavior; qualitative phenomenological research; methodology; teacher-centered
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2.
Brennan, Denise M.
Teachers’ Practices and Attitudes as Barriers to Parental Involvement.
Degree: MEd, Curriculum and Teaching, 2011, Bowling Green State University
► Teachers are increasingly being required to collaborate with parents in the pursuit…
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▼ Teachers are increasingly being required to collaborate with parents in the pursuit of the academic achievement of all students. Because teachers are being held accountable for, not only the academic success of their students, but also for collaborative measures in communicating about these, they must be aware of their professional obligations to this ‘partnership’ with parents. In this study, I examined and qualitatively analyzed the attitudes and practices of rural high school teachers in a particular high school to determine potential barriers that might inhibit or prevent the involvement of parents. Data was collected in three forms: school documents to contextualize the research environment, and an online survey and interviews to capture participants' expressed attitudes and practices. Seven assertions emerged from the data and were used to answer the most significant research question: How might these expressed practices and attitudes inhibit or prevent parental involvement? The findings revealed four barriers including: teachers’ feelings of competence or self-confidence in involving parents, lack of teacher training for involving parents, lack of understanding of parents’ attitudes and abilities for being involved, and lack of administrative support. Though the results of this study cannot be generalized to any other setting based on the small size of the participant population, the results are worthy of consideration by other researchers who may wish to explore potential barriers to involving parents of high school-aged students in rural schools.
Advisors/Committee Members: Patterson, Nancy.
Subjects: Education
Keywords: parental involvement; collaboration; barriers; teachers' attitudes; partnership
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3.
Bucher, Angie Marie.
A Survey of Instruments to Assess Teacher Content Knowledge in Science.
Degree: MEd, Curriculum and Teaching, 2009, Bowling Green State University
► With the increasing focus on reform of the educational system in the…
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▼ With the increasing focus on reform of the educational system in the United States, there is a need for more rigorous assessment on the effectiveness of professional development (PD) programs on both students and teachers. Throughout the years, starting with Sputnik, attention has been drawn to science reform as it is seen as the main vehicle for a more educated, technologically advanced society. This thesis attempts to compare the higher-profile instruments used to measure changes on student and teacher content knowledge as a result of PD participation. The working hypothesis is that effective PD will help teachers to become more competent in the fields that they teach by increasing their content knowledge and improving their pedagogical skills, and should ultimately increase student achievement. However, despite a significant federal and state investment on PD each year, there is really little empirical evidence to prove the connection between teacher PD and student achievement partly due to the lack of valid and reliable instrument to assess that linkage. In this report, I analyze, compare, and contrast content knowledge instrument described in the literature and that are considered scientifically rigorous. Those instruments include ATLAST, MOSART, DTAMS, Praxis, TIMSS, and PISA. The conclusion suggests that additional instruments need to be designed, tested, and utilized to ensure education continues to make progress in science reform. Furthermore, it highlights the need of a national effort to align PD programs to the national standards to facilitate the implementation of the same instruments across programs in order to accurately measure the true impact of PD in our schools.
Advisors/Committee Members: Duran, Emilio.
Subjects: Education history; Science education; Teacher education
Keywords: PD; professional development; teacher content knowledge; science; instruments; assess; student achievement; evaluation; education; school reform; assessment
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4.
Cox, Crystal Janell.
The Relationship Between Spirituality, Stress, and Academic Performance.
Degree: MEd, Curriculum and Teaching, 2011, Bowling Green State University
► The current thesis seeks to extend the body of research on spirituality…
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▼ The current thesis seeks to extend the body of research on spirituality by directly examining its relationship to stress and college academic performance using both qualitative and quantitative approaches. Research shows the stress is prevalent among college students for hosts of reasons and that stress has an impact on their academic performance and college retention. Poor performance and low retention not only stunt students' intellectual and economic potential, but reflects poorly on universities. Spirituality is a resilient and controversial variable that has evidenced an ability to help people better cope with stress. It is also related to several other positive psycho-social variables; however, the literature concerning its relationship with academic performance is narrow and inconsistent. 100 students were surveyed, and ten of which were also interviewed, who attend three distinct universities in the Midwest. Students were given a Demographic Questionnaire and the Daily Spiritual Experience Scale, as well as asked question about their relationship with God and their academic achievement. Result showed that though there were no significant correlations between stress and academic performance or stress and spirituality, that there were multiple factors that predicted academic success including demographic variables, religious denomination, and satisfaction with current grades. Findings are discussed in terms of better understanding the salutary effects of spirituality and the impact spiritually-based coping could have on student achievement and universities success.
Advisors/Committee Members: Huziak-Clark, Tracy.
Subjects: Education
Keywords: Spirituality; Stress; Academic Performance; GPA; College; Emerging Adulthood
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5.
Doubrava, Julia M.
Collaboration is Key: Co-Teaching in Urban Education.
Degree: MEd, Curriculum and Teaching, 2010, Bowling Green State University
► Co-Teaching is when two or more licensed educators create and implement lessons…
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▼ Co-Teaching is when two or more licensed educators create and implement lessons together to meet the needs of all students in the classroom (Friend & Cook, 2009). Due to the recent laws passed this decade requiring students with special needs to be incorporated into the general curriculum (NCLB 2004) it is important to properly accommodate those students with special needs. This can be done by using co-teaching in the classroom. This case study illustrates co-teaching in one classroom at an urban high school. The results indicate if co-teaching was conducted properly and which approaches were used in the classroom. From the results, it will illustrate if the classroom used co-teaching properly and how to achieve advanced collaboration in the future
Advisors/Committee Members: Fischer, John.
Subjects: Education; Special education
Keywords: Co-Teaching, Special Education, Urban Education
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6.
Ellerbrock, Rebecca S.
Differentiated Instruction in an Inclusive 5th Grade Cotaught Classroom.
Degree: MEd, Curriculum and Teaching, 2011, Bowling Green State University
► Diversity in the classroom is growing rapidly with students reflecting differences in…
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▼ Diversity in the classroom is growing rapidly with students reflecting differences in race, religion, disabilities, interests, backgrounds, and abilities. Differentiated instruction has been researched to successfully increase student performance and engagement in these diverse classrooms. This study aims at enriching the knowledge base centered on differentiated instruction and its effect on engagement. The research question guiding this study was: What is the nature of engagement for teachers and students in a differentiated instruction classroom? This research study investigated a 5th grade classroom in an urban area grade school in the Midwest. This is a full inclusion 5th grade classroom, with 11 typically developing students and 11 students with special needs. In addition, this classroom is co-taught by a general education teacher and a special education teacher. The participants for this study included the 22 students and two teachers in this classroom. The research conducted for this study is qualitative in nature and utilized phenomenology as the research method. Findings of the study indicated that differentiated instruction can be an invaluable tool utilized to increase engagement and motivation in the classroom while accommodating for student differences. Furthermore, cooperating teachers participating in the study emphasized the need for teacher’s willingness to accept students at their different ability levels and try to reach them so they succeed in the classroom.
Advisors/Committee Members: Darabie, Mohammed.
Subjects: Education
Keywords: Differentiated Instruction; DI; Engagement; Co-Teaching; Cotaught; Inclusion; Inclusive Classroom; Teaching
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7.
Fletcher, Stephanie.
The Impact of the 6E Model in a Third Grade Science Classroom.
Degree: MEd, Curriculum and Teaching, 2011, Bowling Green State University
► The purpose of this research thesis was to investigate the impact of…
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▼ The purpose of this research thesis was to investigate the impact of modifying a highly effective instructional model to address the needs of all learners in a third grade science classroom. The modification of the 5E model consisted of adding a new phase (Express) after the explanation phase to formally assess the progress of the students in the learning cycle. The results of the express phase were then used to differentiate instruction in the elaboration phase with the ultimate goal of helping all students achieve the learning objectives. This study was comprised of a mixed methods approach where the quantitative instruments of pre and post assessments were used in addition to qualitative instruments of interviews. Also, a quantitative instrument of a t-test of independent samples was used to conclude the significance of the modified 5E model in comparison with the original. This research was conducted at a local elementary school in the Toledo area. A total of 49 students and one classroom teacher participated in the study. The results of the study suggested that grouping the students by ability was an important strategy that appeared to help students improve on their science knowledge. Furthermore, the results seemed to confirm the hypothesis that the modified 5E model effectively addressed the learning needs of all students and confirmed the potential of the model and the need to test it on a much larger scale based on the significance that was found in the t-test of independent samples.
Advisors/Committee Members: Duran, Emilio.
Subjects: Early Childhood Education; Education; Elementary Education; Science Education
Keywords: 5E model; 6E model; science education
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8.
Friel, Lindsay Susan.
The Effects the Professional Development Program Entitled Teachers Enhancing Achievement in Math and Science (TEAMS) has on Teacher Self-Efficacy Beliefs.
Degree: MEd, Curriculum and Teaching, 2008, Bowling Green State University
► Teachers Enhancing Achievement in Math and Science (TEAMS) was a professional development…
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▼ Teachers Enhancing Achievement in Math and Science (TEAMS) was a professional development program in Northwest Ohio. This program was for third to sixth grade teachers and focused on incorporating hands-on, inquiry lessons into the teaching of science. During the sessions, scientists from Bowling Green State University and the University of Toledo were paired with master level teachers to provide area teachers with an experience in gaining content knowledge and effective teaching strategies in science. This study focused on the effects this program has on the beliefs of teachers about teaching science. Reflections written by the teachers at the end of the program, lesson summaries completed throughout the program, and observations paired with interviews of teachers implementing inquiry lessons in their own classrooms were the data used in this study. A qualitative research method, grounded theory, was used to code the data for trends. This study found that by supplying teachers with content/background knowledge, providing positive experiences with inquiry, providing a chance to implement inquiry lessons in the classroom, promoting collaboration, and modeling effective teaching strategies the teachers in this study found that they feel more confident, prepared and excited to teach science to their students. The TEAMS program was able to enhance the teachers beliefs about using inquiry and effective teaching strategies to teach science concepts.
Advisors/Committee Members: Duran, Emilio.
Subjects: Education; Higher education; Science education; Teacher education
Keywords: Teacher Beliefs; Professional Development; Science Teachers
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9.
Kingsmill, Bryan Matthew.
Students' and Teachers' Socialization Beliefs about Shy/Withdrawn Students: Preschool-Grade 2.
Degree: MEd, Curriculum and Teaching, 2010, Bowling Green State University
► The purpose of this study was to explore students’ and teachers’ perceptions…
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▼ The purpose of this study was to explore students’ and teachers’ perceptions regarding students’ social skills, based on perceptions of peer acceptance. The population consisted of three Kindergarten students, six first grade students, nine second grade students, and five teachers. The students were asked questions about their perceived social competence, using the Pictorial Scale of Perceived Competence and Acceptance for Young Children (Harter & Pike, 1984). The results of the students’ answers on the scales were coupled with teacher interview questions, and teacher perceptions of the student in the classroom. It was concluded that students who were identified by their teachers as shy or withdrawn, perceived themselves as having very few friends. Students gave low scores for the peer acceptance category, as well as alluding to their lack of peer acceptance and friendships through their facial expressions and verbally. Teachers believe that teaching is an ever-changing process, which requires them to be flexible. They also believe that group work promotes socialization in the classroom. Teachers perceive that students are less interactive than peers because they are shy or withdrawn. Some teachers believe that parent involvement has an effect on the social skills of the students identified. Finally, it was found that the students’ and the teachers’ perceptions aligned closely, especially in the category of peer acceptance.
Advisors/Committee Members: Li, Lan.
Subjects: Education; Elementary education; Teaching
Keywords: STUDENTS AND TEACHERS; peer acceptance; Harter; competence; SOCIALIZATION; Children
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10.
Launder, Brittany L.
Supporting Gifted Students in the Regular Education Elementary Classroom Through Differentiated Instruction.
Degree: MEd, Curriculum and Teaching, 2011, Bowling Green State University
► Differentiated instruction has been suggested through research as a way to ensure…
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▼ Differentiated instruction has been suggested through research as a way to ensure that all students in today’s diverse classrooms the chance to succeed. However, there is a misconception that gifted students are able to differentiate instruction for themselves to provide the academic challenges necessary for intellectual growth. A third grade gifted pull-out program called FIND (Furthering Interests and Nurturing Development) was studied in an attempt to determine strategies of differentiated instruction which could be employed for gifted elementary students in a regular education classroom. This study used the qualitative research method of phenomenology. Data collected through observations, questionnaires, classroom and student artifacts and an interview to understand the experiences of the participants. The study concluded that an independent study project is a viable option for supporting students in the regular education classroom. This is especially true if the independent study is supported through pre-assessment, conferencing and goal setting. The study also concluded that teachers and students believe that providing gifted students with challenging work is necessary for their intellectual growth.
Advisors/Committee Members: Burke, Brigid.
Subjects: Education
Keywords: differentiated instruction; differentiation; gifted students; advanced students; gifted education; independent studies; independent study; pull-out programs
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11.
Lightfoot, Shaina Sharie.
What Do They Believe: Teachers’ Perceptions of Adolescent’s Body Mass Index (BMI), a Look Into Its Affects.
Degree: MEd, Curriculum and Teaching, 2011, Bowling Green State University
► This thesis reports on the perspective that junior high school teachers have…
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▼ This thesis reports on the perspective that junior high school teachers have on their student’s academic success and sense of belonging as it relates to their body mass index (BMI). This study used a questionnaire, developed and implemented by the researcher, Shaina S. Lightfoot. This allowed for a qualitative analysis to be conducted. The questionnaire asked the teachers questions about current classroom enrollment, sense of belonging and academic success as it pertains to each student in their current classroom. Analysis of the data showed that there is a strong relationship between a student’s BMI and their sense of belonging and a weak relationship between a student’s BMI and their academic success. The specific results, implications of the findings and the limitations are also discussed within the study.
Advisors/Committee Members: Huziak-Clark, Dr. Tracy.
Subjects: Education
Keywords: Body Mass Index; BMI; Academic Sucess; Childhood Obesity; Adolescent's
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12.
Price, Sarah.
English for Speakers of Other Languages Students' Perceptions of a Communicative Curriculum in a Family English Class.
Degree: MEd, Curriculum and Teaching, 2010, Bowling Green State University
► Although communicative language teaching is a successful methodology for teaching languages, the…
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▼ Although communicative language teaching is a successful methodology for teaching languages, the effectiveness of this approach is not necessarily universal when applied to different cultural styles of learning (Chen, 2003). In fact, across the globe, students from many different cultures had difficulties in adjusting to a communicative curriculum (Barkhuizen, 1998; Chen, 2003; Li, 1998; LoCastro, 1996; Shamim, 1996). Because cultural differences play a part in a student's reception to communicative language teaching, understanding the student's perceptions about the communicative curriculum is of vital importance in the success of CLT. Through this research, the researcher explored ESOL students' perceptions about communicative curriculum through study of a family English class in a Midwest American university town. The purpose of this study involves understanding what this population of learners thinks about curriculum in order to better understand their needs. The participants in the study were ESOL students in a Family English class. The students originated from a variety of different backgrounds,cultures, and countries. The study was conducted by administering a mixed-method survey to the class in order to gather both quantitative and qualitative data. Data was collected and analyzed using descriptive statistics and a content analysis. Findings of the study showed that the students have positive perceptions about the communicative curriculum and that students' backgrounds did not impact their experiences in a communicative classroom. Finally, it is noteworthy to suggest areas for future research, which may include a larger population sample, and research methods that allow for more in-depth data collection.
Advisors/Committee Members: Darabie, Mohammed.
Subjects: Education
Keywords: communicative langauge teaching; ESL; ESOL; community-based
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13.
Reising, Matthew D.
Bridging Biology Lectures and Labs Through Higher-Order Thinking.
Degree: MEd, Curriculum and Teaching, 2010, Bowling Green State University
► This research investigates the perceptions of biology lectures and labs according to…
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▼ This research investigates the perceptions of biology lectures and labs according to the SETGO program students. Beliefs about the integration of biology lectures and labs, and whether biology labs cause students to use higher-order thinking skills will also be assessed in this research. There has been a push in recent years to reform traditional biology lab methods to be more inquiry-based to develop students' higher-order thinking skills. Biology lectures and labs should also have a sense of connectivity. Students should not feel like they are in two different classes when go between lab and lecture. Therefore, the students were asked how important it was for their biology lecture's content to be related to their lab's activities. Students identified that it was extremely important to have their lectures and lab linked. They also explained that their labs were not causing them to use higher-order thinking skills.
Advisors/Committee Members: Huziak-Clark, Tracy.
Subjects: Biology; Education; Science education; Teacher education
Keywords: perceptions of biology; higher-order thinking in biology lectures and labs; beliefs about biology
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14.
Rygg, Michelle K.
Context, Content, and Practice: Factors Influencing the Social Literacy of Students in One, All-Female, College-Preparatory Catholic High School.
Degree: MEd, Curriculum and Teaching, 2012, Bowling Green State University
► This study explored the ways teachers and students at one, all-female, college-preparatory…
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▼ This study explored the ways teachers and students at one, all-female, college-preparatory Catholic high school have engaged with principles of social literacy through curriculum and pedagogy. Social literacy is a principle of social justice, which seeks to develop awareness of identity, and the connections one shares with others; furthermore, social literacy strives to develop one’s understanding of “ideas and concentric circles of context—economic condition, historical flow, cultural surround—within which our lives are negotiated” (Ayers, Quinn, and Stovall, 2009, p. xiv). To explore the influence of curriculum and pedagogy, as it relates to social literacy, I observed students within one, all-female, college-preparatory classroom, interviewed students and teachers, and then analyzed school documents as they relate to principles of social literacy. My review of literature, analysis of data, and discussion of results were guided by principles of critical theory, critical pedagogy, and social justice education within the United States. An analysis of the data revealed specific complexities, outcomes, and possibilities of developing social literacy within a single-gender, privileged, parochial context. While students and teachers alike conveyed awareness of social issues and progressive transformation, students have yet to realize the ways in which their lives are negotiated within economic condition, historical flow, and cultural surround.
Advisors/Committee Members: Subreenduth, Sharon.
Subjects: Curriculum Development; Education; Religious Education; Secondary Education; Social Research; Social Studies Education
Keywords: Catholic; students; teachers; social literacy; social justice; education; critical pedagogy; curriculum
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15.
Sample, Shannon M.
The Effectiveness of a Math Tutoring Program at an Urban High School.
Degree: MEd, Curriculum and Teaching, 2010, Bowling Green State University
► The objective of this study is to assess the effectiveness of a…
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▼ The objective of this study is to assess the effectiveness of a math tutoring program at a high school that is part of a large, inner-city school district. Participating students completed identical pre- and post- Likert-scaled surveys, which included statements about math and math tutoring. Additionally, students were administered a pre-assessment and a corresponding post-assessment that tested their level of performance in math. The matching assessments solely contained questions that were formulated from the Ohio Academic Content Standards. Analysis methods for this study included the evaluation of how many students selected each the “Agree” or “Strongly Agree” option from the Likert-scale on the survey. In addition, both assessments were analyzed based on how students performed in each math concept category that was addressed on the assessment, as well as what percentage of students answered each item correctly. The results from a dependent t-test that compared the average scores from the pre- and post-assessment showed no evidence of statistical significance. However, there was evidence of improvement in the optimistic responses on the attitudinal survey from pre- to post-assessment. Furthermore, there was substantial improvement in specific math concepts represented in the higher-scoring percentage category from pre- to post-assessment. Overall, it has been concluded that many students who participated in the study will likely be more willing to learn about math since their attitudes toward it and performance in the subject have changed for the better.
Advisors/Committee Members: Fischer, John.
Subjects: Education; Mathematics education; Secondary education
Keywords: math; tutoring; urban; attitudes; content standards; GEAR UP; survey; assessment
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16.
Seo, You-Mi Elena.
English Language Learners’ Motivation and their Perceptions of the Effectiveness and Enjoyment of Teaching Methods and Learning Activities.
Degree: MEd, Curriculum and Teaching, 2011, Bowling Green State University
► Learners generally want to be proficient in actively using the foreign language.…
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▼ Learners generally want to be proficient in actively using the foreign language. However, they come into a class with diverse motivations, attitudes and learning histories, which are said to be factors that influence their language learning process and achievement in general, and specifically their preferences in teaching methods and learning activities (Barkhuizen, 1998; Dörnyei, 1994; Heining-Boyton & Haitema, 2007; Horwitz, 1988; Littlewood, 2010; Kouritzin, Piquemal, & Renaud, 2009; Krashen, 1981; Price & Gascoigne, 2006; Roberts, 1992). Therefore, to ensure successful language learning, this study aims to examine the learners’ motivation for studying English and furthermore their perceptions on useful and pleasurable activities to help current and future language educators to cultivate a learning environment, which fosters the successful and enjoyable learning of a foreign language. This research was conducted in several English as a Second Language (ESL) classes at a Midwest American university town. The study participants were 15 international students from various different countries who are currently enrolled at this university. Data was collected by using a mixed-methods approach with surveys and follow-up interviews, and was analyzed using descriptive statistics and content analysis. Results have shown that learners’ beliefs and their learning background have an influence on their perceptions of learning activities and teaching methods. In terms of enjoyment of such practices, there was an apparent inclination towards interactive and communicative approaches rather than traditional, non-communicative ones, whereas no distinct style was favored in regard to effectiveness.
Advisors/Committee Members: Darabie, Mohammed.
Subjects: Education
Keywords: EFL; ELL; motivation; perceptions; learning activities; teaching methods
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17.
Singer, Katharine D.
Student Attitudes toward Science as a Result of Teacher Feedback.
Degree: MEd, Curriculum and Teaching, 2010, Bowling Green State University
► The study investigated undergraduate student attitudes toward science as a result of…
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▼ The study investigated undergraduate student attitudes toward science as a result of teacher feedback. Classroom observations were conducted to answer how students react to teacher feedback, attitudinal surveys were administered to collect current attitudes toward science, and individual interviews were completed to gather information about how teacher feedback affects student attitudes toward science. The observations and interviews were analyzed using a coding scheme to find similar patterns and themes. Assertions categorized the themes and warrants were included to support the claims. The survey data were analyzed by calculating the average number of responses and graphed in a bar chart. The three methods of data collection revealed that positive oral feedback increased student participation in the classroom, current attitudes of students toward science is developed as a result of their previous science experiences and the attitude of their science teachers, and student attitudes were increased as a result of teacher feedback.
Advisors/Committee Members: Huziak-Clark, Tracy.
Subjects: Science education
Keywords: attitudes toward science; STUDENT ATTITUDES; ATTITUDES; TEACHER FEEDBACK
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18.
Zwyer, Kyle M.
The Impact of a Math Tutoring Program on Urban High School Tutors.
Degree: MEd, Curriculum and Teaching, 2011, Bowling Green State University
► The purpose of this study was to investigate and examine the impacts…
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▼ The purpose of this study was to investigate and examine the impacts a math tutoring program had on student tutors at an urban high school. The study was structured upon a mixed method design as both quantitative and qualitative data were gathered. Quantitative data were collected from tutors' math scores from state tests, math class grades, attendance records, and behavior incident reports. The tutors were matched to a similar sample group of students who did not participate in the math tutoring program for a group comparison. Independent samples t-tests were computed to conclude if math tutors significantly differed in academic and nonacademic outcomes when compared to a matched sample. Results from the independent t-tests revealed that there were no statistical significances between tutors and non-tutors in terms of 8th Grade Ohio Achievement Assessment Math scores, 8th Grade math class grades, first semester math class grades, and attendance rates for the 2010-11 academic school year. However, five current tutors who also participated in the math tutoring program during the 10th Grade outperformed their matched non-tutor students on the 10th Grade Math Ohio Graduation Test. None of the students in this study possessed a single behavior incident for the first semester of the 2010-11 academic school year. Math tutors and the program advisor were interviewed to collect qualitative data regarding the impacts the math tutoring program had on tutors. Tutors believed that their participation in the program helped in their preparation for future endeavors, increased their confidence levels, and increased the tutees' confidence levels. Tutors expressed their desire to be at tutoring to help peers, which allowed them to better understand math material and learn new material too. The tutors recognized that the tutoring program was a social and academic program and that math can be difficult for all students, which is why certain modifications were recommended that could reduce some of the struggles students encounter in the classroom. Overall, it was concluded that the math tutoring program positively impacted tutors and that the program allowed the students to feel confident and able to make a difference in the lives of others.
Advisors/Committee Members: Fischer, Dr. John.
Subjects: Mathematics Education
Keywords: math; tutoring; urban; education; high school; GEAR UP; tutors
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