Teachers Who Make an Impact in Mathematics: A Case Study Focused on Teachers' Practices, Attitudes and Beliefs

Autor/in	Coker, Amy Patricia
Titel	Teachers Who Make an Impact in Mathematics: A Case Study Focused on Teachers' Practices, Attitudes and Beliefs
Quelle	(2023), (119 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, San Diego State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-7207-5
Schlagwörter	Hochschulschrift; Dissertation; Mathematics Instruction; Teaching Methods; Urban Schools; Teacher Attitudes; Outcomes of Education; College School Cooperation; School Districts; Instructional Leadership; Elementary School Teachers; Acceleration (Education); Faculty Development; Self Efficacy + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrerverhalten; Lernleistung; Schulerfolg; School district; Schulbezirk; Instruction; Leadership; Bildung; Erziehung; Führung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Acceleration; Beschleunigung; Self-efficacy; Selbstwirksamkeit
Abstract	It is imperative that our educational system develops students to have a strong identity in mathematics. Students leaving the K-12 system should possess the skills, the confidence, and the ability to select advanced coursework and math-related careers. In order to create a positive identity, high quality math instruction is essential at the primary grade levels. This became even more urgent following the closure of schools due to the national pandemic. Teachers in the elementary classrooms who have made gains in accelerating student learning have become important to study. The purpose of this study was to investigate the practices, attitudes, and beliefs of the teachers making an impact in math outcomes. The teachers were selected by reviewing growth data on the NWEA growth universal screener between a fall and winter term following the reopening of schools. Teachers who demonstrated accelerated growth participated in the study. The research was conducted using mixed methods. Data was collected through surveys, interviews, and classroom observations. The research included six teachers in a large-urban school district all of whom have taught for over eleven years. The findings demonstrate the importance of confidence, professional learning, culture of positive math disposition, inclusion of math tools, formative assessment, and time engaged in math instruction. Using the results of the study, the researcher provided recommendations for university partners, district leadership and also site leadership. Further studies may include systems of acceleration when specific sites, student groups, or programs demonstrating accelerated growth in the area of mathematics. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01