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55(2), 132 – 146 Lewis, R., Roache, J., & Romi, S. Coping styles as mediators of teachers’ classroom management techniques. 85, 53 – 68 Palumbo, A. & Sanacore, J. (November/December2007). Classroom management: Help for the beginning secondary school teacher.
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What is the impression of the general education teachers of mathematics in the middle school concerning the preparation they have received in their pre-service programs for teaching in an inclusive class? Sample Names of possible participants were obtained through professional organizations and school districts. Surveys were sent nationwide to 361 middle school mathematics teachers with inclusion classes. The researchers received 228 responses from 19 different states from all over the United States. The sample appeared to be a reasonable representation of middle schools across the country (DeSimone & Pamar, 2006).
Peker’s research purpose is to discover if there is a way for pre-service teachers to have experiences that will help better prepare them for teaching in the classroom with less anxiety when teaching mathematics. Peker believes that expanded microteaching may be the way for pre-service teachers to be able to gain t... ... middle of paper ... ...ndomly assign students to different groups. In this study the participants were those that signed up for a teaching practicum course (Peker 2009). Appropriateness of Methodology I believe that Peker used the correct methodology for this study. Since he is collecting numerical data the best type of study to compare the results would be a quantitative method of analysis.
The use of grammatical terminology in the second language classroom: A qualitative study of teachers’ practices and cognitions. Applied Linguistics, 20(1), 95-126. Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4th ed.). New Jersey: Pearson Prentice Hall.
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By using this method, students never had to read the textbook, so long as they paid attention in class. Also, some teachers make exams exactly like their practice / homework problems. If I am challenged very little in my class and am earning good grades, what is my incentive to do anymore than is required? To increase a student’s interest in becoming more familiar with the mathematical content being taught, teachers can develop a classroom environment conducive to an increased interest in learning more about the content. One method in which this can be done is through ‘word walls’ (Shults, 2008).
As we can see homework helps and prepares us for higher grade levels while in primary school that can possibly prepare us for college. It also helps us to remember the materials that were taught in class. Another reason homework can be beneficial is the fact that it can prepare us for tests and the dreadful pop-quiz that a teacher may randomly give us. This fact was proven, according to a 2006 study by Harris Cooper, director of Duke University’s Program in education, in the article “Homework or Not? That is the (Research) Question”.