Nicole Roberts

Addressing Math Anxiety Using Alternative Assessment

Math anxiety impacts student achievement. Having taught for nine years, I have observed its effect on students in my class every year. While studies show that a number of factors contribute to a student’s math anxiety, the use of traditional assessment is a leading cause. The purpose of this action research, in turn, was toread more

Collaborative Inquiry Groups to Improve Teacher Practice and Increase Student Engagement

Academic engagement is one of the key predictors for success in school. Disengaged students have a much higher likelihood of dropping out, becoming incarcerated or becoming dependent on social services in their future. Teacher behavior has a significant impact on the levels of student engagement in the classroom. Self-determination Theory (SDT) suggests that when studentsread more

Choice and Voice: Student-­‐led Literature Circles for Deeper Understanding of Text

Lighthouse Community Charter School (Lighthouse) is a K-12 charter school in Oakland, California that serves over 700 students. Our mission is to prepare all students for the college or career of their choice, with an emphasis on supporting students through college. We began our shift to Common Core standards two years ago, and participated inread more

Heritage Learner Instruction: Incorporating Code-switching

In this Action Research Project, students in an urban high school Advanced Placement (AP) Spanish Language and Culture class were experiencing anxiety about producing orally in the classroom. The class was comprised entirely of bilingual children of Mexican and Central American immigrants, only one of whom had been in any previous courses taught in Spanishread more

Standards-­‐Based Grading: Theory and Practice

ARISE High School is a small public charter school in Oakland’s Fruitvale neighborhood. In 2013, the school leaders (including myself) made the decision to transition from a holistic grading system to a standards-­‐based grading system. In the subsequent years, the teachers and leaders worked to develop a codified set of learning targets that defined whatread more

Culturally Responsive Pedagogy in Middle School Teachers

Research has shown that the success of urban students of color is strongly linked to the teacher’s Culturally Responsive Pedagogy. Due to longstanding social, cultural, and economic inequities, the field of education has consistently found itself with a often poorly bridged divide between the educator and the student. In order to cross this divide, educatorsread more

Using Lesson Study to Develop More Collaborative Relationships Between General Educators and Special Educators

Special education students often receive services through a resource model, in which the special educator provides support to students by pulling them out of class for remedial instruction or by pushing in to support individual students with classroom work. While this model provides some support to students, it does not provide them with full accessread more

Supporting Teacher Collaborative Learning

High quality instruction is key to the success of all students in schools everywhere, but particularly essential in schools working to close the significant achievement gaps that persist in California. Research has shown that improvements in instructional practice can be best achieved through a strong focus on teacher learning in collaborative community. When working toread more

Deepening Common Core State Standard Understanding Through Professional Learning Communities

As schools across the nation make the transition to the Common Core State Standards (CCSS), many educators find that it is difficult for a school staff to develop shared understandings of the new standards and their instructional implications. The lack of shared understanding can impede instructional coherence and lead to unfocused professional development. At Lighthouseread more

Coaching Support for Teacher-­‐ Student Relationships

New teachers faced with balancing learning a new school culture, managing curriculum planning and assessment expectations, forming new relationships with colleagues and supervisors struggle with establishing and maintaining positive relationships with students. In the absence of job embedded coaching on relational strategies from a trusted coach, new teachers I evaluated wrote three times as manyread more