A CASE STUDY: AN ADMINISTRATOR ADDRESSES THE PROBLEM OF HOW TO IMPROVE THE INSTRUCTION OF LOW ACHIEVING STUDENTS THROUGH ESTABLISHING PURPOSE AND PATTERN OF INSTRUCTION
Berryman and Bailey (1992, p. 1) have noted that, ôHow content is taught makes all the difference in whether the content is understood, retained and appropriately learned. If we are looking for improvements in learning, they lie, not solely, but importantly, in pedagogical changes.ö The purpose of this paper is to provide a case study of how an administrator can work with a teacher to improve the performance of a small group of students who are low achievers in math. All recommended suggestions will focus on instruction and helping the study by focusing on the purpose and pattern of instruction.
Four students in a sixth grade mass class typically have difficulty understanding and completing their assignments. All four students are considered ôlow achieversö by their teacher which is typically defined as students who are all capable of performing academically at levels higher than they are currently demonstrating (see: Haylock & DÆEon, 2000).
StudentsÆ records indicate they have normal range IQs. The teacher has appealed to the administrator for assistance and support in helping these students improve their performance and so reach their potential in math.
The specific problem is the low achievement of four six grade students in an elementary school math class. The focus is on improving their performance by improving instruction. Instructional improvements will emphasize establishing the purpose and pattern of instruction.
In terms of instruction, the school is strongly focused on differentiated learning (see: Heacox, 2001) which conceptualizes instruction as flexible and properly modified or adjusted to suit each childÆs various skills, talents, abilities, and competencies. T
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