In grade four white males performing "At or Above Basic" math skills is stated at 90% while black males were performing at only 59% "At or Above Basic" skill levels. White males in the "At or Above Proficient" skills level is stated at 49% with black males in this category stated at a mere 13%. The following labeled Figure 2 shows the statistical report of NAEP (2005) in relation to

Integrated Curriculum Analysis A teacher's main objective usually centers in arousing the curiosity of the student enough to engage them in the process of learning. Engagement can often lead to enthusiasm, and enthusiasm leads to learning. One of the most effective methods of engagement is through the use of real-world tasks. Francom & Gardner (2014) determined that many of the recent models of learning provided instruction center learning that incorporated real-world

Technology in a 2nd grade classroom to improve student achievement in math Of late, there has been a push to bring in technology to schools where teachers as well as students would be able to reap the benefits of the World Wide Web, the Internet, and other related technologies. In many schools across the United States of America, this fact has been acknowledged and recognized, and many teachers and educators

Here, we can observe several of the greatest benefits of assistive technology in special education. Such is to say that many linguistic, mathematic or otherwise basic educational programs may be designed to help facilitate the special needs learner through audio assistance, special contextualization and personal customization. Additionally, the learning disabled individual, by virtue of his interaction with the educational properties offered by an effective software program, will achieve a level

Education Over the last several years, educators have been facing considerable challenges in meeting rising expectations for performance. This is because a host of solutions (such as the No Child Left Behind Act) have not addressed the lack of student achievement. Instead, academic performance has continued to linger and become worse in some areas (i.e. mathematics and science). (Hannah, 2012) In New Jersey, the Core Content and Common Core Curriculum standards is

The study had two central purposes: 1. To identify reform-related practices in mathematics instruction that have increased, decreased, or not changed since the implementation of high-stakes testing, based on educators' perceptions. 2. To determine educators' perceptions of the effects of reform-related practices on improving student achievement since the implementation of high-stakes testing. Research Questions High-stakes testing in mathematics has redefined the way teachers instruct students who underperform or learn at different rates or