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Teacher Perceptions Of The Impact Of Vertical Non-Permanent Surfaces In Mathematics Classrooms, Michelle Mikes
Teacher Perceptions Of The Impact Of Vertical Non-Permanent Surfaces In Mathematics Classrooms, Michelle Mikes
Ed.D. Dissertations
The historical, traditional mathematics classroom of students sitting in rows receiving information from the teacher and working individually was still prevalent in the 21st century. Many teachers had resorted to student-centered activities to engage passive students, but the minimal progress of math achievement of United States students denoted a need for the reform of the traditional mathematics classroom. In this multi-site, multi-case qualitative study, I explored teacher perceptions of the use of vertical non-permanent surfaces on the impact of engagement, including the use of formative assessment and feedback with mathematics students, and the lesson structure of 360 Degree Math. The …
Teacher-Perceived Barriers To Math Achievement And Implementation Of Literature-Based Recommendations For Change In Math Instruction In Grades 4 Through 8, Kimberly Summey
Ed.D. Dissertations
The purpose of this research was to identify teachers’ perceptions of barriers to math achievement below Grade 10, if any, to determine which, if any, of the identified barriers teachers reported, and to determine which, if any, previous recommendations for positive changes in mathematics classrooms teachers reported, as well as identify any teacher reports of resistance to change. I conducted research on 19 participants by collecting questionnaires online due to the COVID-19 pandemic. Participants were teachers of mathematics from Grade 4 through Grade 8. I compared participants’ responses to literature-based components using predetermined coding along with emergent coding to identify …
The Relationship Between Students' Act Math Subscores And High School Math Course Completion In Tennessee, Jacob Carver
The Relationship Between Students' Act Math Subscores And High School Math Course Completion In Tennessee, Jacob Carver
Ed.D. Dissertations
In 2009, President Barack Obama and legislators passed the American Recovery and Reinvestment Act (ARRA), which financed the Race to the Top Fund. To receive funding from the Race to the Top, Tennessee educators and legislators implemented the Tennessee Diploma Project in 2009. The Tennessee Diploma Project increased graduation requirements for students in terms of coursework and assessments. Tennessee educators and legislators anticipated the increased graduation requirements would increase students’ achievement and ACT scores (college readiness skills). In mathematics, the graduation requirement increased from three high school math courses to four high school math courses: Algebra I, Geometry, Algebra II, …
Examining Predictor Measures For Students' Testing In The International Baccalaureate Diploma Programme, Shannon Siebe
Examining Predictor Measures For Students' Testing In The International Baccalaureate Diploma Programme, Shannon Siebe
Ed.D. Dissertations
The purpose of this study was to explore the relationships between both student achievement and growth in 9th and 10th grade English and math courses and achievement on International Baccalaureate English and math exams. The researcher examined student end-of-course exam scores, student growth values, and International Baccalaureate English and math exam scores from an International Baccalaureate World School across 4 graduating cohorts, including 305 students. The researcher concluded that while 9th grade math end-of-course exam achievement does not significantly predict International Baccalaureate math exam scores, student growth in 9th grade math does. The researcher also concluded that Advanced Placement Language …
The Effect Of Comprehensive Instructional Program On Grades 3-8 Student Achievement, Marcia Shortt
The Effect Of Comprehensive Instructional Program On Grades 3-8 Student Achievement, Marcia Shortt
Ed.D. Dissertations
Student achievement and the state Standards of Learning testing was a critical criterion for success for school districts, administrators, and teachers. The researcher in this study investigated the efficacy of the Comprehensive Instructional Program in improving student achievement in reading and mathematics and whether school configuration impacted student achievement. The population consisted of all students in District A in Virginia who took achievement tests in reading and math in 2012-2018. The researcher determined there was a significant difference in reading and math scores between pre‑implementation and post-implementation in grades 3-8 as measured by the Virginia Standards of Learning testing program …
The Impact Of Experience On Elementary School Teacher Affective Relationship With Mathematics, John Salzer
The Impact Of Experience On Elementary School Teacher Affective Relationship With Mathematics, John Salzer
Ed.D. Dissertations
This study was designed as an exploratory examination of the impact of teaching experience on elementary school teachers’ affective relationships with mathematics. A self-reporting survey was used to examine a wide variety of experience factors, including factors related to quantity of experience, type of experience, and post-certification training opportunities (n = 275). Participants were also asked to identify services that might impact their affective relationships with mathematics. This study resulted in recommendations for seven follow-up studies to gain insight into factors that significantly correlated to teacher attitudes toward math or to their perceived changes in attitudes over time. Recommended practices …