Literaturnachweis - Detailanzeige
| Autor/in | Gilbert, Doris |
|---|---|
| Titel | Perceptions of Mathematics Teachers' Professional Identity and Students with Limited/Interrupted Education: A Basic Qualitative Study |
| Quelle | (2023), (226 Seiten)
PDF als Volltext D.Ed. Dissertation, Capella University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3776-2707-4 |
| Schlagwörter | Hochschulschrift; Dissertation; Teacher Attitudes; Mathematics Teachers; Professional Identity; High School Teachers; At Risk Students; English Language Learners; Immigrants; Remedial Mathematics; Teacher Effectiveness |
| Abstract | The problem explored is the literature gap concerning the constructed professional identities of high school mathematics teachers' impact on meeting the diverse needs of newcomers with limited English and limited content-specific knowledge. High school-age Students with Limited or Interrupted Formal Education (SLIFE) enter the United States lacking fundamental skills to succeed at high school-level mathematics and have limited time to remediate skills before aging out of the system. The research topic explored the professional identity of high school mathematics teachers' impact on SLIFE's learning in mathematics classrooms. In particular, the study focused on which attributes of mathematics teachers' professional identity more likely increased SLIFE's success in remediating mathematical skills. This study answered the following research question to address the gap: What components of professional identity do high school mathematics teachers perceive or identify as contributing to their ability to successfully teach students with limited or interrupted formal education (SLIFE) within mainstream classrooms? This study utilized a basic qualitative methodology. The purpose of this basic qualitative study was to explore the perceptions of high school mathematics teachers' professional identity, as identified by the teachers, on their ability to successfully teach SLIFE in their mainstream high school mathematics classes. The theoretical framework of this study was pragmatism, constructivism, and sociocultural theory (SCT). The sample consisted of high school mathematics teachers who had taught for at least five years with SLIFE in their mainstream classes. Five female mathematics teachers participated in the study, which taught high school mathematics from five to 18 years. They were currently teaching at the same high school in the Northeastern region of the United States. Four teachers identified as White, monolingual English speakers, and the fifth teacher identified as Hispanic and bilingual in Spanish and English. Data collection included interviews, observations, and classroom artifacts. Thematic analysis was used to analyze data generated from semi-structured interviews. Two themes emerged from this study, knowing your students, developing five code categories, and scaffolding with high expectations, developing eight code categories. The findings indicated that teachers exhibiting SLIFE supportive professional identity characteristics built structured scaffolds into their lessons. They created warm personal relationships with their parents and students, and they felt more successful in supporting SLIFE in remediating missing mathematical skills. The implication for future research includes expanding the study to multiple sites, exploring teacher professional identity in other content areas, and exploring the opinions of SLIFE on effective teachers. [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). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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