Teaches these Subjects and Topics
Mathematics (5th - 8th Grade)
Language of Instruction:
English
Mathematics (9th - 12th Grade)
Language of Instruction:
English
algebra, Algebra 1, algebra 2, Geometry, Algebra II, pre-algebra, math, general math, basic math, mathematics, maths
Teaching Experience
Teacher
Thomas Aquinas School, California, United States
Aug 2002 - Jun 2005
Algebra II, Geometry, Algebra 1, Pre-Algebra, 7th Grade Math, 6th Grade Math, 5th Grade Math, Chemistry, U.S. Government, U.S. History, World History, Engligh
Professional Experience
Basketball Camp Director
Franciscan University, Ohio, United States
Jun 2002 - Aug 2004Ran all facets of basketball camp for kids aged 9-14.
Academics and Credentials: Education
Master's - Educational Administration
Gonzaga University, Washington, United States
Jun 2006 - Aug 2008
Received highest marks possible.
Bachelor's - K-8 Education
Franciscan University of Steubenville, Ohio, United States
Aug 1998 - May 2000
Graduated with honors.
Certifications or Credentials
Elementary Ed.
Ohio, United States
Year of Passing:
2000
Membership and Associations
NCEA
Washington, United States
Aug 2005 - Present
Publications and Research
ALL FOR ONE OR ONE FOR ALL?: A STUDY OF THE ACADEMIC IMPACT OF AN INDIVIDUALLY-PACED FORMAT OF MATH
John Bovey
This study, entitled, All For One or One For All?: A Study for the Academic Impact of an Individually-Paced Format of Math Class on 8th Grade Algebra Students investigated the impact of individualized pacing, including the elimination of the traditional grading system, on the academic achievement in a class of 8th grade Algebra students. A case study of an 8th grade Algebra class (n = 17) was conducted using a quasi-experimental design. A control class (n = 20) was also a part of this study for comparison purposes. Pre and post-test results were compared, along with advanced math class placement rates for freshmen at a popular private High School. Non-parametric data was analyzed using a Mann-Whitney test and descriptive statistics were also used in order to draw conclusions.
The findings indicate that results were very positive for a sub group of students (subgroup “IA”). These students, who tended to be naturally adept math students, demonstrated the best results on pre to post-test measures. Additionally, 80% of these students received the highest freshman math placement at their high school.
However, the findings also indicated that the intervention was not successful for a large segment of the intervention class (subgroup “IB”), as those students fared poorly on pre to post-test measures (showing a 20% decline) and did not place as favorably in freshman math classes as the IA subgroup. Overall, the researcher concluded that the individualized format was extremely effective for the upper echelon of students in the class, but either not academically significant, or even detrimental for others.
Additionally, the researched posited that the concept of an individually-paced format of math class was sound, but that if executed differently, the positive effects may be more widespread. Further research in this area was called for.