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Instructional Leadership Of Elementary School Principals Regarding Proficiency In Mathematics, Melvinia Robinson
Instructional Leadership Of Elementary School Principals Regarding Proficiency In Mathematics, Melvinia Robinson
Walden Dissertations and Doctoral Studies
Elementary school principals, as instructional leaders, are critical to improving
mathematics proficiency. The research problem was that elementary school principals are
inconsistently applying instructional leadership to support mathematics teachers' efforts
to improve students' proficiency. The purpose of this qualitative case study was to
understand how elementary school principals apply instructional leadership to support
mathematics teachers in their efforts to improve student proficiency in mathematics. The
conceptual framework was the instructional leadership model of Hallinger and Murphy,
which defines three main dimensions of instructional leadership: (a) the school mission,
(b) the instructional program, and (c) the school climate. The research question …
Understanding The Effects Of Mathematics Professional Development On Teachersâ Perceptions Of Mathematics, Mike Flynn
Understanding The Effects Of Mathematics Professional Development On Teachersâ Perceptions Of Mathematics, Mike Flynn
Walden Dissertations and Doctoral Studies
Negative mathematics perceptions may affect how teachers teach the subject, how much time they spend on the subject, and how well they teach it. The problem that grounded this study was that although anecdotal evidence showed that teachersâ experience with professional development (PD) courses in mathematics teaching improved their perceptions of mathematics, there was a lack of data regarding how PD affects changes in teachersâ perceptions. The study purpose was to gain a deeper understanding of what elements of a PD course have the greatest effect on improving teachersâ perceptions of mathematics. Piagetâs constructivist and Vygotskyâs socio-constructivism theories made up …
Creating Project-Based Math Curricula: A Narrative Inquiry, Marcie Hull
Creating Project-Based Math Curricula: A Narrative Inquiry, Marcie Hull
West Chester University Doctoral Projects
This study is a narrative inquiry about the participant’s experiences, in three individual case studies, involving teachers of high school mathematics engaged in the creation of a project-based learning curriculum, in a one-to-one laptop school. The researcher analyzed data from field notes, digital artifacts, and teacher interviews to document how math teachers are creating curriculum in an inquiry-driven, project-based, technology-infused instructional model. Findings from restorying and the analysis of three-dimensional space —regarding teacher lore —reveal themes about math teacher curriculum conflicts in skill-building, application of iterative design thinking, and structures inherent to project-based learning. Rich, thick description of the cases, …
Enabling And Threatening Factors Affecting Persistence. A Qualitative And Quantitative Study On Rural First-Generation Stem Students’ And Stem Faculty's Perspectives., Travis A. Miller
Graduate Theses, Dissertations, and Problem Reports
This study focuses on the factors that enable and threaten rural first-generation STEM students’ persistence. Limited empirical studies are available that focus on rural first-generation STEM majors’ persistence. Quantitative analysis was conducted using Kruskal Wallis H and Mann-Whitney U tests to determine any significant differences with the survey results. Content and thematic analysis was conducted on the student and faculty interviews to determine themes of enabling and threatening factors affecting persistence.
Enabling factors affecting persistence were found to be: Drive or Motivation, Experiences and skills, and Support. These were both faculty and student interview themes whereas a …