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Exploring Teacher Perceptions Of Influential Facilitators Of Elementary Mathematics Professional Development: A Mixed Methods Investigation, Sandra Linder
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This dissertation examines the role of the facilitator in elementary mathematics professional development. An exploratory sequential mixed methods design was utilized to answer the central research question: How do United States elementary school teachers perceive an influential facilitator of elementary mathematics professional development (EMPD)? Phase one of this study explored teacher perceptions through a phenomenological design, which informed the second phase of the study, the implementation of a survey instrument to elementary school mathematics teachers on a larger scale. This dissertation is divided into six chapters. Chapter One presents a rationale for examining the role of the facilitator in professional …
Fostering Teacher's Conceptual Understanding Of Ordering, Adding, And Subtracting Fractions Through School-Based Professional Development, Jessica Maguhn
Fostering Teacher's Conceptual Understanding Of Ordering, Adding, And Subtracting Fractions Through School-Based Professional Development, Jessica Maguhn
Electronic Theses and Dissertations
In an attempt to examine my practice of providing conceptually-based professional development on fractions to fifth grade teachers, I conducted a series of four one hour professional development workshops. I focused on the conceptual understanding of ordering, adding, and subtracting fractions. I examined the solution process that teachers used to solve fraction problems and their abilities to explain and justify their solutions in an attempt to interpret their understanding. My data showed the effects of this workshop series. The study helped determine the effects of conceptually-based professional development on fractions as demonstrated in the teachers' discussions, participation, and written explanations.