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ERIC Number: ED564382
Record Type: Non-Journal
Publication Date: 2009-Feb
Pages: 41
Abstractor: As Provided
Reference Count: 34
Middle School Algebra I: Effective Instructional Strategies with Comparison to High School Practices. Research Watch. E&R Report No. 08.22
Haynie, Glenda
Wake County Public School System
This study examined practices of teachers in Wake County Public Schools' (WCPSS) middle school Algebra I classes. Regression analyses of standardized state testing results allowed for identification of the most effective and least effective Algebra I teachers. The study used surveys, observations, and focus group interviews to compare and contrast most effective teachers with less effective teachers. It found that the most effective middle school algebra teachers held a significantly more positive attitude toward their students than did less effective teachers. They had high expectations for "all" students, used mathematics vocabulary appropriately, had a structured classroom management style, taught bell to bell using an invigorated pace, and had a classroom culture in which students were free to ask questions, contribute, and offer explanations. These results can be used to motivate teacher and school improvement efforts. The following appendices are included: (1) Educational Preparation and Teaching Experience: Middle School Teachers; (2) Median Ranking of Algebra Topics; (3) Rankings of Algebra Topics; (4) Percentage of Instructional Time by Delivery Method; (5) Teacher Attitude Responses; and (6) P-Values.
Wake County Public School System. 5625 Dillard Drive, Cary, NC 27518. Tel: 919-431-7215; Fax: 919-431-7193; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Wake County Public School System (WCPSS), Evaluation and Research Department
Identifiers - Location: North Carolina