A Program Evaluation of Double-Period Algebra

<p>Students in ninth grade traditionally take algebra courses, but many students come in lacking foundational skills in mathematics. High schools have tried to solve this problem by introducing double-period algebra courses with sporadic results. During this program evaluation, I interviewed an administrator and a teacher from two different high schools about the methods they used to begin and evaluate the program; I found that student-teacher relationships were the most important factor in the effectiveness of the program. Using quantitative data was a good starting point to determine the students who would benefit from the program and who would be successful, but analyzing the qualitative data—which is often unmeasurable, like student-teacher trust and rapport—was anecdotally the most effective path to predicting success in the program.</p>

Name thesis:degree_name

Ed.D. Doctor of Education

Level thesis:degree_level

Dissertation - Public Access

Discipline thesis:degree_discipline

Teaching and Learning

Year dc:date.available

2017

Author dc:creator

• Major, Jason

Contributors dc:contributor

• Dr. Beth Minor
• Dr. Linell Monson

• algebra
• double period
• problem solving
• Science and Mathematics Education

Repository record dc:identifier

https://digitalcommons.nl.edu/diss/251

OAI identifier oai:identifier

oai:digitalcommons.nl.edu:diss-1263