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

How Can Intermediate Algebra Teachin...

Kane, Mamadou,

Linked to FindBook

Google Book

Amazon

博客來

How Can Intermediate Algebra Teaching and Learning Be Improved at an Urban Community College by Adopting the Instructors' Consensus Learning to Learn Strategies Developed Within a Community of Practice? /

Record Type:	Electronic resources : Monograph/item
Title/Author:	How Can Intermediate Algebra Teaching and Learning Be Improved at an Urban Community College by Adopting the Instructors' Consensus Learning to Learn Strategies Developed Within a Community of Practice? // Mamadou Kane.
Author:	Kane, Mamadou,
Description:	1 electronic resource (157 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-01, Section: A.
Contained By:	Dissertations Abstracts International86-01A.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31333924
ISBN:	9798383205310

How Can Intermediate Algebra Teaching and Learning Be Improved at an Urban Community College by Adopting the Instructors' Consensus Learning to Learn Strategies Developed Within a Community of Practice? /
Kane, Mamadou,

How Can Intermediate Algebra Teaching and Learning Be Improved at an Urban Community College by Adopting the Instructors' Consensus Learning to Learn Strategies Developed Within a Community of Practice? /Mamadou Kane. - 1 electronic resource (157 pages)

Source: Dissertations Abstracts International, Volume: 86-01, Section: A.

The low academic learning outcomes and persistence rates among students starting in developmental mathematics at community colleges are concerning. Improving the teaching and learning of developmental mathematics is imperative. This Action Research study aimed to investigate and improve developmental mathematics students' low retention rate and mediocre academic achievement at a large urban community college.Participants and data collected in Cycle 1 consisted of interviews and surveys of intermediate algebra instructors and students. Action steps, including collaboration amongst instructors, motivation for students' engagement, and corrective actions throughout the process, were designed, implemented, and evaluated in Cycle 2 to ensure intrinsic and lasting motivation to learn. Findings included resistance to change, the need to ensure administrative support, and the development of learning to learn strategies. Implications for the organization included acknowledging that financial support was needed, developing adaptive curricula, recognizing the catalysts for improvement, and setting clear achievement goals.Cycle 2 consisted of setting up a group of instructors working within a community of practice. The instructors met weekly for about two months, discussed and developed strategies for learning to learn in four specific topics of intermediate algebra, and implemented these strategies in their classes. Concurrently, students took surveys to collect learners' teaching evaluations.The research study concluded with the college report on the academic and persistence outcomes for the treatment group versus the control group. These results showed a double-digit percentage higher for the treatment group when compared to the control group.

English

ISBN: 9798383205310Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Persistence

How Can Intermediate Algebra Teaching and Learning Be Improved at an Urban Community College by Adopting the Instructors' Consensus Learning to Learn Strategies Developed Within a Community of Practice? /
LDR:03385nmm a22004693i 4500 001 2432981
005 20250818063902.5
006 m o d
007 cr|nu||||||||
008 261011s2024 miu||||||m |||||||eng d
020 $a 9798383205310
035 $a (MiAaPQD)AAI31333924
035 $a AAI31333924
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Kane, Mamadou, $e author. $3 3822412
245 1 0 $a How Can Intermediate Algebra Teaching and Learning Be Improved at an Urban Community College by Adopting the Instructors' Consensus Learning to Learn Strategies Developed Within a Community of Practice? / $c Mamadou Kane.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 1 electronic resource (157 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 86-01, Section: A.
500 $a Advisors: Anderson, Andrew Committee members: Unger, Chris; Leung-Jackson, Tameka.
502 $b Ed.D. $c Northeastern University $d 2024.
520 $a The low academic learning outcomes and persistence rates among students starting in developmental mathematics at community colleges are concerning. Improving the teaching and learning of developmental mathematics is imperative. This Action Research study aimed to investigate and improve developmental mathematics students' low retention rate and mediocre academic achievement at a large urban community college.Participants and data collected in Cycle 1 consisted of interviews and surveys of intermediate algebra instructors and students. Action steps, including collaboration amongst instructors, motivation for students' engagement, and corrective actions throughout the process, were designed, implemented, and evaluated in Cycle 2 to ensure intrinsic and lasting motivation to learn. Findings included resistance to change, the need to ensure administrative support, and the development of learning to learn strategies. Implications for the organization included acknowledging that financial support was needed, developing adaptive curricula, recognizing the catalysts for improvement, and setting clear achievement goals.Cycle 2 consisted of setting up a group of instructors working within a community of practice. The instructors met weekly for about two months, discussed and developed strategies for learning to learn in four specific topics of intermediate algebra, and implemented these strategies in their classes. Concurrently, students took surveys to collect learners' teaching evaluations.The research study concluded with the college report on the academic and persistence outcomes for the treatment group versus the control group. These results showed a double-digit percentage higher for the treatment group when compared to the control group.
546 $a English
590 $a School code: 0160
650 4 $a Education. $3 516579
650 4 $a Mathematics education. $3 641129
650 4 $a Higher education. $3 641065
650 4 $a Educational leadership. $3 529436
650 4 $a Community college education. $3 2122836
650 4 $a Higher education administration. $3 2122863
653 $a Persistence
653 $a Community of practice
653 $a Treatment group
653 $a Control group
653 $a Academic learning
690 $a 0515
690 $a 0745
690 $a 0449
690 $a 0446
690 $a 0280
690 $a 0275
710 2 $a Northeastern University. $b School of Education. $e degree granting institution. $3 3767593
720 1 $a Anderson, Andrew $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-01A.
790 $a 0160
791 $a Ed.D.
792 $a 2024
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31333924