Improving learning outcomes in a math class of fifth grade students: voices from the classroom
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2014-08
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University of Hawaii at Manoa
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Maximizing student achievement is an educator's ultimate goal. A critical link to improving student achievement is effective instruction for all students. Today's students come from a wide range of background knowledge, experiences, and learning differences. Effective instruction requires an educator to create a teaching environment that provides all students the opportunity to succeed. This action research combined theory with practice through an "insider's" perspective from the classroom. Using the theory of Universal Design for Learning, differentiated instruction and assessments for learning, as it relates to effective teaching and instruction, the teacher implemented research-based strategies within her teaching instruction to find out how effective teaching practices and research-based teaching strategies affect students' assessment scores and meet the fifth grade math benchmark. Based upon the results of this study, reflection, teacher inquiry and planning for instruction served as the foundation to allow for meaningful and insightful experiences to emerge from within the classroom. Teacher inquiry provided the teacher the opportunity to modify learning activities and tailor the instruction to meet the specific needs of the students. In addition, research-based strategies and a variety of learning activities played a role in increasing student achievement and engagement in math learning. Achievement gains can be made when teachers engage in a continual "learning" process of their students and when students engage in a continual "learning" process of themselves.
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Differentiated Instruction
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Theses for the degree of Doctor of Education (University of Hawaii at Manoa). Professional Practice.
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