these strategies were perceived to be effective. A list of interview questions can be found in the Appendix D. The assistant principal of curriculum and instruction involved in the study was interviewed in his office after the EOCT scores were returned from the state. The assistant principal was asked about his feelings regarding direct vocabulary instruction, looping cards, and from an administrator’s point of view of all teachers using looping cards in a standards-based classroom. Validity, Reliability, Dependability, and Bias As a researcher, Winter (2000) states that attempting to delimit phenomena into measurable or common categories can be applied to all subjects and similar situations, the researcher’s methods involve the use of standardized measures so that varying perspectives and experiences of people can be fit into a number of predetermined response categories to which numbers are assigned. The traditional notion of discrimination, or bias, is based on a prohibitive motive, such as gender, race, or national origin. However, there are large, persistent disparities in mathematics achievement related to race and income (National Mathematics Advisory Panel, 2008). The disparate impact of low socioeconomic students’ proficiency on these mandated tests, have been attributed to an unfair curriculum where reading and vocabulary have not been stressed (National Mathematics Advisory Panel, 2008). Focus question one endeavors to integrate vocabulary strategies into the mathematics curriculum to increase proficiency and measure student achievement based on the use of a collaboratively teacher made pre and test and the state administered Mathematics II EOCT. Both tests will produce interval data. Interval data, as described by Salkind (2010), is based on the underlying continuum that we can discuss how much more a higher performance is than a lesser one. The pre- and post-tests and the EOCT are assessments of student knowledge and were
these strategies were perceived to be effective. A list of interview questions can be found in the Appendix D. The assistant principal of curriculum and instruction involved in the study was interviewed in his office after the EOCT scores were returned from the state. The assistant principal was asked about his feelings regarding direct vocabulary instruction, looping cards, and from an administrator’s point of view of all teachers using looping cards in a standards-based classroom. Validity, Reliability, Dependability, and Bias As a researcher, Winter (2000) states that attempting to delimit phenomena into measurable or common categories can be applied to all subjects and similar situations, the researcher’s methods involve the use of standardized measures so that varying perspectives and experiences of people can be fit into a number of predetermined response categories to which numbers are assigned. The traditional notion of discrimination, or bias, is based on a prohibitive motive, such as gender, race, or national origin. However, there are large, persistent disparities in mathematics achievement related to race and income (National Mathematics Advisory Panel, 2008). The disparate impact of low socioeconomic students’ proficiency on these mandated tests, have been attributed to an unfair curriculum where reading and vocabulary have not been stressed (National Mathematics Advisory Panel, 2008). Focus question one endeavors to integrate vocabulary strategies into the mathematics curriculum to increase proficiency and measure student achievement based on the use of a collaboratively teacher made pre and test and the state administered Mathematics II EOCT. Both tests will produce interval data. Interval data, as described by Salkind (2010), is based on the underlying continuum that we can discuss how much more a higher performance is than a lesser one. The pre- and post-tests and the EOCT are assessments of student knowledge and were
Tatom%20FINAL%20final.docx