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The Impact Of Common Core Mathematics Professional Development On Elementary Mathematics Teaching Self-Efficacy And The Resulting Effects On Their Student Achievement, Alissa Smith Lee

Education Dissertations and Projects

The purpose of this mixed-method study was to examine the impact of professional development on elementary mathematics teaching self-efficacy as well as the influence of teacher self-efficacy on student achievement. Statistical t tests were used to analyze the dispersion of the teachers’ personal mathematics teaching efficacy beliefs (PMTE) and mathematics teaching outcome expectancy efficacy beliefs (MTOE). To develop a broader perspective, a qualitative analysis of interview data was implemented. Unlike the results from the quantitative data, the qualitative data in this study revealed that meaningful participation in professional development increased teacher performance as well as enhanced their mathematical teaching efficacy. …

A Framework For Improving Teacher Efficacy In High-Poverty Schools, Shelia D. Burnette

Education Dissertations and Projects

This qualitative research study examined the change of teachers’ levels of poverty awareness and their sense of efficacy after being exposed to targeted research-based strategies and resources. The focus was on building leadership capacity; fostering safe, healthy learning environments; and focusing on students, professionals, and systems of learning to address turning high-poverty schools to high-performing schools. Eight high-poverty urban schools participated in the study with five focus schools analyzed throughout the study (sample=XX). Study participants completed pre- and post-assessment measures of poverty awareness and their sense of efficacy to impact achievement for high-poverty students. Participants were given access to resources, …

The Impact Of Bilingual Treatment On The Math Skills Of Hispanic High School Algebra Students, Robert Kirk

Education Dissertations and Projects

This dissertation was designed to measure the impact of instructional techniques in the Foundations of Algebra classroom to bridge linguistic barriers between Hispanic students and the language of teaching. Two consecutive years of failing to meet anticipated yearly growth among Hispanic students in Algebra I, as determined by the North Carolina End of Course exams, indicated a cognitive gap among these students when it comes to learning mathematics.

The writer developed an experiment to be delivered among 9 sections of Algebra in a North Carolina high school. The control group used Microsoft PowerPoint slides created for every lesson plan determined …