Date of Award/Publication

2003

Document Type

Thesis

Degree Name

MS in Mathematics, Science, and Technology Education

Abstract

To satisfy the accountability section of the "The No Child Left Behind" Act, New York State requires all school districts to meet and maintain minimum performance standards on the assessments. Therefore, schools are focusing on cultivating standards-based classrooms as a way to best prepare their students to be successful on the assessments. In my research, I attempted to construct a standards-based classroom with a section of my eighth grade mathematics students, a large percentage of whom are children of generational poverty. From my research and observations, I have concluded that a " true" standards-based classroom cannot be achieved without student motivation. Furthermore, I have concluded that if children of generational poverty are not intrinsically motivated to succeed in school, the school as a whole must provide external motivation with the goal of replacing the current school-wide culture of disinterest and failure with a school-wide culture of hope and success.

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