http://hdl.handle.net/2374.OX/4053 2013-06-19T05:26:27Z http://hdl.handle.net/2374.OX/4066 An Examination of Gender Differences in Today's Mathematics Classrooms: Exploring Single-Gender Mathematics Classrooms Dunlap, Celeste E. Much research identifies a gender gap in mathematics, and some research points to single-gender math classrooms as a solution to the math gender divide. The author conducted a seven week study in which she divided fifty fifth grade students into single-gender mathematics classes. She wanted to examine if single-gender math classes affected the math achievement and attitudes of her female students. Upon completion of the study the author found there was no statistical significance in the girls’ achievement between a single-gender classroom and a coeducational classroom. There was a significant difference in the girls’ perceptions as to how they best learn math. 2008-07-07T02:36:19Z http://hdl.handle.net/2374.OX/4063 A Comparative-Qualitative Research Analysis of Character Education in the Christian School and Home Education Milieu Wilhelm, Gretchen Marie This qualitative study provides a phenomenological perspective and comparative analysis of character education within the Christian school and home education milieu. The study is based on semi-structured interviews of fifty-two individuals (N = 52) representative of a sampling of Christian educators from four private, evangelical Christian Schools (n = 26) and area home educating families (n = 26). The intent of the researcher was to bring attention to the importance for Christian educators to come to terms with the worldview from which the desire to educate Christian youth in a separate moral community originates. Although the purpose and intent of both sets of educators were in many instances similar, significant deviations in methodology and application were found. The results of this study are defined in four similarities and six differences, suggesting that character education and the juxtaposition of that goal along with the transference of faith was a major contributor to the obvious commitment and calling felt by Christian educators. 2008-07-07T02:36:18Z http://hdl.handle.net/2374.OX/4064 A Best Evidence Analysis and Synthesis of Research on Teacher Mentoring Programs for the Entry Year Teacher in the Public Elementary and Secondary Schools Cernetic, Linda K. A best evidence analysis and synthesis of research on teacher mentoring programs culminating in an open ended survey to teachers that have received Pathwise training in preparation for mentoring of entry year teachers in a large city school in Ohio. The surveys asked whether the mentors felt that formal mentor training improved their skills as a mentor. The outcome determined by this research is that it is beneficial. 2008-07-07T02:36:18Z http://hdl.handle.net/2374.OX/4065 EXAMINING DIFFERENT SCHOOL STRUCTURES’ EFFECT ON REDUCING THE ACHIEVEMENT GAP BETWEEN AFRICAN-AMERICAN AND WHITE STUDENTS Reini, Eric W. The fact that an achievement gap between White and African- American students exists is undisputed. The reasons for this gap are many and complex. Evidence does exist, though, that this gap can be narrowed and potentially eliminated. Evidence also exists that demonstrates that when the gap in academic achievement becomes equal African-Americans are more likely to complete college and earn nearly the same income as Whites. Educators must understand the many reasons for the achievement gap and find ways to narrow the gap and further ensure the future success of all students. It is the purpose for this thesis to explore the reasons for the achievement gap and some possible solutions for narrowing the gap. Specifically, the paper will show one possible solution – the Academy structure. 2008-07-07T02:36:18Z