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dc.contributor Ford, Richard L. en
dc.contributor.advisor Handa, Yuichi en
dc.contributor.author Dittman, Beth Lynn en
dc.contributor.other Haws, LaDawn en
dc.contributor.other Lindaman, Brian en
dc.date.accessioned 2014-10-15T16:23:46Z en
dc.date.available 2014-10-15T16:23:46Z en
dc.date.issued 2014-10-15 en
dc.identifier.uri http://hdl.handle.net/10211.3/128718 en
dc.description.abstract The purpose of this study was to explore why students struggle with the teaching practice called Accountable Talk© (University of Pittsburgh, 2010). The researcher implemented Accountable Talk© practices in four pre-algebra classes. The objective of this study was to answer the questions : Who are the students who struggle with academic discourse and in what manner do these students struggle? This study took place over an entire school year. There were two phases of this study. The first phase of the study was a survey given to students to measure students’ attitudes towards Accountable Talk© practices. After student surveys were given, the researcher identified the students who struggled the most with the teaching strategy Accountable Talk©. The second phase of the study was to conduct interviews with those students identified during the first phase who struggled with Accountable Talk© en
dc.description.sponsorship CSU, Chico en
dc.subject Middle school students en
dc.subject Pre-algebra en
dc.subject Accountable Talk© en
dc.title Why middle-school students struggle with Accountable Talk© en
dc.college Natural Sciences en
dc.program Mathematics Education en
dc.degree MS en


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