東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Teacher instructional practices desi...

Tonneson, Virginia Caine.

Linked to FindBook

Google Book

Amazon

博客來

Teacher instructional practices designed to meet the individual learning needs of mathematically gifted/talented students in middle school Algebra I.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Teacher instructional practices designed to meet the individual learning needs of mathematically gifted/talented students in middle school Algebra I./
Author:	Tonneson, Virginia Caine.
Description:	412 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-06, Section: A, page: .
Contained By:	Dissertation Abstracts International72-06A.
Subject:	Education, Mathematics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3451828
ISBN:	9781124582184

Teacher instructional practices designed to meet the individual learning needs of mathematically gifted/talented students in middle school Algebra I.
Tonneson, Virginia Caine.

Teacher instructional practices designed to meet the individual learning needs of mathematically gifted/talented students in middle school Algebra I. - 412 p.

Source: Dissertation Abstracts International, Volume: 72-06, Section: A, page: .

Thesis (Ph.D.)--The College of William and Mary, 2011.

This descriptive study sought to determine the ways in which seven middle school Algebra I teachers from a suburban school district modified their instructional practices for the gifted/talented students in their classes. The researcher observed each teacher for approximately four hours and evaluated their effectiveness in various teaching behaviors using a modified Classroom Observation Scale-Revised (VanTassel-Baska et al., 2005a). The researcher also interviewed the teachers to ascertain how they modified the pace and challenge of the course, their differentiation strategies, and other ways they supported their gifted/talented students. By conducting a case study of each teacher and then by using a cross-case analysis, the researcher discovered common themes in how these teachers addressed the needs of their gifted/talented students.

ISBN: 9781124582184Subjects--Topical Terms:

1017588
Education, Mathematics.

Teacher instructional practices designed to meet the individual learning needs of mathematically gifted/talented students in middle school Algebra I.
LDR:02684nam 2200313 4500 001 1404768
005 20111130125303.5
008 130515s2011 ||||||||||||||||| ||eng d
020 $a 9781124582184
035 $a (UMI)AAI3451828
035 $a AAI3451828
040 $a UMI $c UMI
100 1 $a Tonneson, Virginia Caine. $3 1684109
245 1 0 $a Teacher instructional practices designed to meet the individual learning needs of mathematically gifted/talented students in middle school Algebra I.
300 $a 412 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-06, Section: A, page: .
500 $a Adviser: James H. Stronge.
502 $a Thesis (Ph.D.)--The College of William and Mary, 2011.
520 $a This descriptive study sought to determine the ways in which seven middle school Algebra I teachers from a suburban school district modified their instructional practices for the gifted/talented students in their classes. The researcher observed each teacher for approximately four hours and evaluated their effectiveness in various teaching behaviors using a modified Classroom Observation Scale-Revised (VanTassel-Baska et al., 2005a). The researcher also interviewed the teachers to ascertain how they modified the pace and challenge of the course, their differentiation strategies, and other ways they supported their gifted/talented students. By conducting a case study of each teacher and then by using a cross-case analysis, the researcher discovered common themes in how these teachers addressed the needs of their gifted/talented students.
520 $a The researcher found that the teachers did very little aimed specifically at the gifted/talented segment of the class. Nonetheless, most of the gifted students generally were engaged. This level of engagement may be attributed to the fact that the course already had challenge and rigor built in, the pace was fairly quick, and the teachers provided a supportive environment where the students felt free to take risks. Despite their concerns about the increasing number of students taking Algebra I in middle school, and rather than lowering the level of the course to accommodate struggling students, the teachers kept the rigor of the course high and provided the gifted/talented students with adequate attention. Because of this, the needs of the gifted/talented students appeared to be met to some extent.
590 $a School code: 0261.
650 4 $a Education, Mathematics. $3 1017588
650 4 $a Education, Gifted. $3 1673432
650 4 $a Education, Middle School. $3 1030813
650 4 $a Education, Special. $3 606639
690 $a 0280
690 $a 0445
690 $a 0450
690 $a 0529
710 2 $a The College of William and Mary. $3 1018629
773 0 $t Dissertation Abstracts International $g 72-06A.
790 1 0 $a Stronge, James H., $e advisor
790 $a 0261
791 $a Ph.D.
792 $a 2011
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3451828