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|Title:||Characteristics of Effective Teaching of Eighth Grade Mathematics in Puerto Rico|
|Author(s):||Rivera, Angel E.|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Abstract:||The purpose of the study was to identify teacher and student behaviors in low and high achieving eighth grade classrooms. Four classrooms were selected for the study. Two were identified as having high achieving students; two as having low achieving students. Other selection factors included socio-economic status of students and public or private status. Classes were observed during fifteen days in the spring of 1985. Data were collected using an interaction-content strategy in the form of an observational checklist with running accounts of classroom events. A tape-recorder was also used as a source of data.
Four different teaching styles were identified from the data, but similar behaviors were found for teachers in high achieving classrooms; teaching in low achieving classrooms were also found to have similarities. All teachers were found to be preoccupied with control strategies. Teachers with achieving classrooms were also found to spend more time on academic activities, challenged students more frequently, and had higher rates of active student participation. Teachers in lower achieving classes spent less time on academic activities, had more passive students, and had serious difficulty controlling their classrooms. Further, it was concluded that poor administrative leadership was associated with classroom control problems. A routinized competency approach to the teaching of mathematics made it unlikely that many students would ever be able to go beyond basic computational skills. It was suggested that a more active approach to teaching should be adopted to improve mathematics achievement and that student characteristics and the nature of the content being taught should be considered when selecting approaches to instruction. Finally, improved discipline techniques and classroom climate were seen as critical for the improvement in the learning of mathematics.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1987.
|Date Available in IDEALS:||2014-12-15|