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Teacher Perceptions Of Professional Learning Communities' Impact On Math Critical Thinking Pedagogy, Elizabeth Ann Daly
Teacher Perceptions Of Professional Learning Communities' Impact On Math Critical Thinking Pedagogy, Elizabeth Ann Daly
Walden Dissertations and Doctoral Studies
U.S. educational leaders struggle with declining mathematics achievement among students as compared to other countries. The problem for this study was low standardized mathematics scores in one district in a major city in the Southwestern United States. The purpose of this sequential explanatory mixed method project study was to analyze the effectiveness of professional learning communities (PLCs) on the mathematics critical thinking pedagogy among teachers in 2 elementary schools. The conceptual framework focused on work by Olivier, Hipp, Huffman, and Hord on the efficacy of PLCs for improving teacher pedagogy. Research questions addressed in this study were designed to explore …
Relationships Of Gender On Mathematics Achievement In High Achieving Military-Connected Children, Randi Kay Rose Dalton
Relationships Of Gender On Mathematics Achievement In High Achieving Military-Connected Children, Randi Kay Rose Dalton
Walden Dissertations and Doctoral Studies
The purpose of this quantitative correlational study was to describe the relationship between gender and grade level to mathematics achievement for high achieving military-connected students in Grades 3 through 9 who attended American public schools between 2012 and 2016. The theoretical framework was based on Sax's research on gender differences in learning. The research questions were: if there was a statistically significant difference between the percentage of military-connected students scoring in the top 2 quartiles (at or above the national average) for normal curve equivalent (NCE) mathematics scores on the Terra Nova Third Edition (TNTE) using gender as a predictor; …
Perceptions Of Faculty Using Mymathlab In Traditional, In-Seat Math Classes, Kathleen Gromilovitz
Perceptions Of Faculty Using Mymathlab In Traditional, In-Seat Math Classes, Kathleen Gromilovitz
Walden Dissertations and Doctoral Studies
MyMathLab, an online interactive and educational system by Pearson Publisher, was implemented in 2 lower-level, traditional in-seat algebra courses to provide supplemental, instructional support to students in the fall of 2015 at the college under study. After the first year of use, no significant change in student success was reported, although more students passed intermediate algebra without first taking elementary algebra. The problem addressed in this study was that student results suggested there might be benefits to using MyMathLab that should be investigated. Knowles' theory of andragogy was used in this qualitative case study to gather perceptions of 7 2016-2017 …
Assessment For Feedback And Achievement Growth For Middle School Math Students, Katie Jo Pemberton
Assessment For Feedback And Achievement Growth For Middle School Math Students, Katie Jo Pemberton
Walden Dissertations and Doctoral Studies
Inconsistent math assessment practices do not accurately represent and communicate student mathematics achievement. Because of inconsistencies in assessment practices, local middle school mathematics teachers in an urban school district in the northwestern United States piloted the use of multiple formative assessments. The purpose of this study was to compare mathematics achievement, growth, and course percentage grades for students who have multiple formative assessment attempts compared to students who are not provided multiple assessment attempts. Theoretical foundations originated from Black and Wiliam, supporting the use of formative assessment for a positive impact on student learning. A quantitative, ex post facto quasi-experimental …
A Qualitative Case Study Of Mathematics Teachers' Formative Assessment Feedback, Ryan Rathje
A Qualitative Case Study Of Mathematics Teachers' Formative Assessment Feedback, Ryan Rathje
Walden Dissertations and Doctoral Studies
Formative assessment is supported by research as a process to enhance student learning. A vital aspect in the process is the role of feedback which, based on its use, can support or hinder student learning. The problem addressed in this study was based on the concern of a high school administrator that teachers in the school were not using formative feedback in a manner that supported student learning. The purpose of this instrumental qualitative case study was to explore and understand the assessment and feedback practices of mathematics teachers in a private high school setting. The conceptual framework for this …
Descriptions Of Differentiated Instruction In Mathematics In A Title 1 School District, Sheril Bulley-Simpson
Descriptions Of Differentiated Instruction In Mathematics In A Title 1 School District, Sheril Bulley-Simpson
Walden Dissertations and Doctoral Studies
In an urban Title 1 school district, the average number of Grade 3-5 students who scored proficient or advanced on the state standardized assessment was 37.3% below Grade 3-5 students countywide and 19.4% below Grade 3-5 students statewide. Low mathematics scores may indicate a gap in practice that affects student achievement. The purpose of this descriptive case study was to examine teachers' descriptions of instructional strategies implemented to mediate instruction for students who struggle in mathematics. This study was based on the conceptual framework of Tomlinson's differentiated instruction (DI), a means of accommodating the varied ways that students learn. The …
Elementary Teachers' Affective Relationship With Mathematics And Its Influence On Mathematics Instruction, Kelly Kreitzer Sutton
Elementary Teachers' Affective Relationship With Mathematics And Its Influence On Mathematics Instruction, Kelly Kreitzer Sutton
Walden Dissertations and Doctoral Studies
In a South Carolina school district, approximately 45% of 3rd-5th grade students performed poorly on the state mathematics test. K-5 teachers attended district training to improve mathematics instruction and content mastery, but the training omitted teachers' affective domain in teaching. Teachers' affective relationships with mathematics (ARM) affects content delivery, instructional decisions, and teachers' confidence levels and motivation. The purpose of this sequential mixed methods study was to investigate whether teachers' years of experience, grade levels taught, or past mathematics experiences influenced K-5 teachers' ARM, as measured by the ARM survey, and to explore teachers' perceptions of their ARM in instruction. …