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ERIC Number: ED564741
Record Type: Non-Journal
Publication Date: 2013
Pages: 133
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3036-3501-4
Effective Mathematics Instruction for Middle School Students: Perspectives from Teachers in High-Achieving Schools with Socioeconomically Disadvantaged Students
Jaramillo, Fermin
ProQuest LLC, Ed.D. Dissertation, Azusa Pacific University
The purpose of this qualitative research study was to explore the perceptions of successful mathematics teachers working in middle schools who have been effective in reducing the socioeconomic achievement gap, to discuss their success, and to gain insights into what they regarded as effective instructional methods for low-achieving, socioeconomically-disadvantaged middle school students. Ten teachers from three middle schools were each interviewed twice during this study. Five instruments were used during the interview process. Four themes emerged as to the components of effective teaching: (a) using an assortment of teaching strategies; (b) forming positive relationships with students; (c) providing resources for all students, especially for socioeconomically disadvantaged (SED) students, and; (d) holding high expectations for all students, regardless of their socioeconomic background. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A