Teacher Action Research Award Recipients 2004-2005

Center for Research on Educational Reform

Home
News
       News Archive
          M. Tchoshanov Guest Presentation
       Action Research Awards 2004-2005
       Action Research Awards 2005-2006


News and Announcements Staff and Affiliated Faculty Initiatives: Mathematics and Science Partnership Teaching Gender Equity in Mathematics and Science Past Initiatives	The Center for Research on Educational Reform and The El Paso Math and Science Partnership Present the Teacher Action Research Awards 2004 - 2005 Award Recipients Project Summaries Yvonne Aguilera - Integrated Physics & Chemistry - Montwood High School - SISD Elia Anchondo - Integrated Physics & Chemistry - Montwood High School - SISD UTEP Mentor : Dr. Sally Blake *Perceptions of a First-Year ATCP Teacher’s Experience and the Role of Individual Faculty Mentoring* Their study sought to measure the effect of individual mentoring on a beginning teacher who had completed an Alternative Teacher Certification Program (ATCP). A year-long case study was used to document the impact of teacher preparation provided by the ATCP, along with individual, on-campus mentoring, on the novice teacher’s performance during the first year of teaching. In addition, they utilized a pre- and post- self-efficacy survey, scores from the state certification exam with transcript analysis, and student benchmarks tests. The results of the study indicated that the new teacher experienced an increase in self-efficacy as the individual mentoring progressed, along with an increase in benchmark testing scores for her students. Gustavo Alvarado - Pre-algebra, Geometry, Algebra II - Ft. Hancock High School - FHISD Lorena Molinar - Pre-algebra, Algebra, Geometry, Pre-calculus - Ft. Hancock High School - FHISD UTEP Mentor : Dr. Mourat Tchoshanov *Impact of Technology on Attitudes and Performances* Their study investigated whether a rural student’s attitude and academic achievement in math can be enhanced by the availability of technology in the classroom. In one condition, students used software programs on calculators and laptops, and in another control group, students did not use technology. They found that students’ attitudes toward math were positively affected by the use of technology; students were more willing to participate in class and offer answers to questions. However, no direct correlation was found between the use of technology and student performance on TAKS. Felipe Gutierrez - Geometry, Algebra II - Eastwood High School - YISD UTEP Mentor : Dr. Mourat Tchoshanov *Using Student Produced Videos to Improve Student Performance in Geometry* The objective of this project was to investigate the use of student-produced videos as an instructional tool in geometry. Students in the experimental group helped produce and act in videos that demonstrated geometric concepts, and those in the control group received traditional, teacher-centered instruction on the same concepts. He hypothesized that the videos would help the students in the experimental group visualize the geometry concept in a fun and engaging way, and improve their grade averages. The six weeks grades of students in the control group were compared to those in the experimental group, but no significant differences were found. However, it was observed that even those students who had not performed as well in the geometry class were more willing to demonstrate geometrical concepts in front of the camera. Veronica Fuentes - Biology, ESL Biology, Anatomy/Physiology - Montwood High School - SISD Kathleen Head - Biology, Pre-AP Biology - Montwood High School - SISD UTEP Mentor : Dr. Sally Blake *Implementation of Lesson Study in Science* The purpose of their project was to develop an effective model for implementing a Japanese lesson study in high school Biology, with the goal of raising minority student performance. Lesson-study created lessons were taught to the treatment group and traditional lessons to a control group. A common assessment was used to determine student achievement; the outcome exhibits that lesson study did not greatly improve the performance of high performing students (Gifted and Talented students and Pre-Advanced Placement students), but did improve the scores of low performing students (English as a Second Language students and “class-within-a-class” special education inclusion students). Rosa S. Hernandez - 9-12 Grade Science - Lydia Patterson Institute Sheila Wofford - Integrated Physics & Chemistry - Irvin High School - EPISD UTEP Mentor : Dr. Kastro Hamed *Computer Game, Theme, or Both? The Effects of Integrating a Forensics Adventure Game and Forensic-Based Laboratory in a High-School Integrated Physics and* *Chemistry Classroom* This research project investigated the effects on 9^th grade students when using a theme and computer game to teach an integrated Physics and Chemistry (IPC) course. They applied three treatments: the control group received traditional lecture and lab work, one group received traditional lecture and forensic-based lab work, and the third group received traditional lecture, forensic-based lab work, and a forensic science computer strategy/adventure game. Pre- and post-tests measured differences in self-efficacy, attitudes, and interest in chemistry. An increase in positive attitudes toward chemistry was correlated mostly with the control and lab-only groups, while interest levels increased for all three groups. No significant change was found in confidence levels for any of the groups. Carmen Imai - 7^th & 8^th Grade Science - Socorro Middle School - SISD UTEP Mentor : Dr. Beverly Calvo *Strategies to Better Serve Our Recent Immigrants in Science* This study examines the various strategies educators use to teach middle school science to recent Mexican immigrants. The main purpose was to discover a more innovative and nontraditional approach to teaching science to these students. She administered surveys to and conducted interviews with the students and their parents, in addition to administering a pre- and post-test (in Spanish) on content knowledge to the students. The study also compared the effectiveness of occasional translating of English to Spanish in the science classroom to peer grouping, where a bilingual student helps an English Language Learner. Results showed that students who received occasional translation outperformed students who used peer grouping on all but one lesson. While the students in the peer grouping condition expressed feeling as if they were burdening their bilingual peers, students in the occasional translation condition said that the use of some Spanish in the classroom kept them interested and alert. Cynthia Obrero - Biolgy - Plato Academy - YISD UTEP Mentor : Dr. Sally Blake *Integrating Technology and Multiple Intelligences in Science Curriculum to Ensure a Higher Quality Learning for At-Risk Students in* *Alternative* *High School* The purpose of her project was to investigate how the integration of Multiple Intelligences in the alternative high school science curriculum would impact students’ academic performance. According to Multiple Intelligences theory, the range of abilities that individuals posses can be categorized into eight types of intelligences: linguistic, logical, spatial, musical, bodily-kinesthetic , interpersonal, intrapersonal, and naturalist. Students completed a Multiple Intelligences survey to asses their particular strengths. Results of the survey showed that one group of students were strong in logical and bodily-kinesthetic intelligences, while another group was strong in linguistics. Based on this information, modifications to the course syllabus were made and students expressed interest in how they could apply their individual strengths to learning science. Veronica Vera - Algebra I, Algebra II, AP Calculus - Silva Magnet High School - EPISD UTEP Mentor : Dr. Mourat Tchoshanov *Using PowerPoint to Improve Grasp of Mathematical Concepts* Her study tested the hypothesis that Algebra II and Calculus students will gain a better understanding and grasp of higher math concepts and become more interested in these concepts when they prepare and give presentations using PowerPoint and information technology (the Internet) in class. The experimental group in each class used PowerPoint, and the control group did not; all groups were evaluated through assignments and exams. The results of her study were mixed; in the Algebra II classes, the experimental groups had the higher average, and in Calculus, the control groups had the higher average. 2004 - 2005 Supplemental Award Recipients Antonio Borunda - Algebra I - Bowie High School - EPISD UTEP Mentor : Dr. Eric Hagedorn and Dr. Sally Blake *Developing and Implementation of a Balanced Conceptual and Procedural Curriculum in Algebra Classes at a Predominately Hispanic Populated High School to Improve the* *Performance of Students Taking the End-of-Course Exam Mandated by the State of Texas* His project examined the effects of using the Connected Mathematics Program (CMP) in a 9^th grade Algebra I class. He investigated whether CMP could be effectively used in a one-hour class period compared to a two-hour class period. The study has revealed challenges in modifying CMP teaching methods for a class with less instructional time. Michael Garcia - 7^th Grade Math - Wiggs Middle School - EPISD Sue Spotts - 7^th Grade Math - Wiggs Middle School - EPISD UTEP Mentor : Dr. Sally Blake *Investigation of Conceptual and Procedural Based Curricula among 7^th Grade Students at a Predominately Hispanic Populated Middle School* This study involved the application of Vygotskian theory to the teaching of 7^th grade mathematics in a predominately Hispanic and lower socioeconomic status middle school. Vygotskian theory approaches math as a conceptual system rather than a collection of discrete procedures, and provides intense coverage of advanced mathematical topics. Three treatments were compared: conceptual, procedural, and a combination of the two approaches. Students were administered a pre-test to begin the unit on the mathematical concept of proportionality, and a post-test identical to the pre-test upon completion of the unit. Results indicated the combination treatment produced higher scores on the content tests. Yogesh Velankar - Algebra I - Americas High School - SISD UTEP Mentor : Dr. Sally Blake *Impact of the Connected Mathematics Project Balanced with Traditional Curriculum in High School Algebra Courses* His project was designed to evaluate the effectiveness of a balanced curriculum, which combines the Connected Mathematics Project (CMP) with traditional lecture-oriented teaching methods in Algebra I classes at a predominantly Hispanic high school. The study consisted of three experimental groups that were exposed to the balanced curriculum, and one control group that was exposed to only traditional lecture-oriented teaching methods. All students were administered a baseline test at the beginning of the study and a post-test at the conclusion of the study. It was observed that overall the experimental groups outperformed the control group in terms of test score gains. Stella Woo - Geometry - Silva Magnet High School - EPISD UTEP Mentor : Dr. Mourat Tchoshanov *Impact of Technology in the Geometry Classroom* The goal of the study was to discover whether the use of technology would improve students’ understanding of abstract geometric concepts and reasoning, as well as foster a positive attitude toward mathematics among students. This project focused on the impact of the geometry software Geometer’s Sketchpad on students’ application and visualization of geometric concepts. The experimental group completed their lessons using the software on a computer, and the control group used a compass, protractor, and pencil and paper. The research, which utilized pre- and post surveys and assessments, concerned student performance on course material, attitudes towards math, and engagement with technology. Among her findings was that students who used Geometer’s sketchpad were more likely to initiate problem solving strategies on their own, and gained confidence in their self-initiated investigations and findings.