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Math, Class, And Katrina Aftermath: The Impact Of Experiences Teaching Mathematics To Low-Income Middle School Students On Middle-Income Teachers’ Pedagogical Strategies, Susan J. Ikenberry

University of New Orleans Theses and Dissertations

Despite a century of educational reforms, no matter how achievement is measured, learning and opportunity gaps can still be predicted by race and socioeconomic status. Teachers and schools are blamed for functioning to reproduce social inequality. This study investigated teacher agency and transformative potentials. It considered how teachers modified their pedagogical practices when teaching low-income and high-poverty students. In order to capture teacher beliefs and logic, a qualitative approach was used involving in-depth interviews of a small number of participants.

The research used the context of the dislocation of students from high-poverty Orleans Parish schools in the year following Hurricane …

A Mixed-Methods Inquiry Into Science Teachers’ Perceptions Of The Effects Of Professional Development Experiences On Implementation Of Research-Based Instructional Practices, Norma D. Felton

University of New Orleans Theses and Dissertations

Abstract

This was a modified integrated mixed methods study of teachers’ perceptions of factors that influence transfer of research-based teaching strategies into classroom practice. Participants were made up of 66 respondents to a researcher made survey, “Survey of Teacher Attitudes toward Change and Classroom Implementation of Research–Based Strategies”. Respondents were divided into two groups based on participation in Louisiana Systemic Initiatives Programs (LaSIP): LaSIP, N= 39 and Non-LaSIP, N= 27.

Answers to five research questions were based on analysis of quantitative data from a survey, recorded on a five-point Likert scale and qualitative data from analyses of transcripts of three …