Date of Award

1994

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Curriculum, Instruction, and Media Technology

Abstract

The purpose of this study was to consider the most effective way to deliver first-year algebra instruction to all students above the MiMH level and to assist secondary school principals in determining their role in the implementation of the algebraic instruction. The purpose of the study was achieved by answering the following questions: (1) What type of model of algebraic instruction can be developed that specifies ways in which a body of knowledge such as first-year algebra can be structured and presented so that it includes instructional components established by recent and current literature related to instructional methodology and effective schools, and yet meets the standards as established by the NCTM? (2) What role should secondary school principals play in the implementation of the narrative/graphic model of algebraic instruction that is developed? The study used developmental research, a form of qualitative research that combines components of a case study with related research, to develop a narrative/graphic model that related the literature on the NCTM standards, inclusion, mastery learning, cooperative learning, and team teaching along with a case study of Covington (IN) High School students. A form of mastery learning developed by the author called the Controlled Unipack Management System (CUMS) was used as the major structure of the case study in which all ninth grade students above MiMH level studied algebra for three semesters rather than the traditional two. On the Indiana State Test for Educational Progress (ISTEP), students in the ninth grade made a substantial gain in mathematical computation (from 14 percent to 35 percent in the upper quartile). There were limited failures and a large decrease in discipline referrals. Anecdotal records showed that self-esteem of students and faculty was improved. It was concluded that expanding the time constraints from a traditional two-semester Algebra I course to three-semesters appeared to be effective for all students above MiMH level when combined with a mastery learning concept like CUMS. The principal serves as a leader and facilitator in the implementation of the model for first-year algebra instruction.

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