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Initiation, implementation, and infl...

Whatley, Clemmie B.

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Initiation, implementation, and influence of an integrated learning system in the mathematics classrooms of one urban African American school: A case study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Initiation, implementation, and influence of an integrated learning system in the mathematics classrooms of one urban African American school: A case study./
作者:	Whatley, Clemmie B.
面頁冊數:	206 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-10, Section: A, page: 3598.
Contained By:	Dissertation Abstracts International64-10A.
標題:	Education, Elementary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3107618

Initiation, implementation, and influence of an integrated learning system in the mathematics classrooms of one urban African American school: A case study.
Whatley, Clemmie B.

Initiation, implementation, and influence of an integrated learning system in the mathematics classrooms of one urban African American school: A case study. - 206 p.

Source: Dissertation Abstracts International, Volume: 64-10, Section: A, page: 3598.

Thesis (Ph.D.)--Emory University, 2003.

The purpose of this study was to examine one urban school's efforts to implement and use an integrated learning system (ILS) to enhance students' learning in mathematics. An ILS is a computer-based program that consists of activities for students to learn related to a specific curriculum. Further, it enables educators to chart and manage students' progress toward mastery of objectives. Findings from this study emanate from a three-year qualitative case study that was guided by three research questions: (a) What factors facilitated or constrained the initiation of the integrated learning system in the mathematics classrooms of one urban school? (b) What factors enhanced or constrained the implementation of an integrated learning system in the mathematics classrooms of one urban school? and (c) What factors enhanced or constrained the influence of an integrated learning system on student learning in the mathematics classrooms of one urban school?Subjects--Topical Terms:

516171
Education, Elementary.

Initiation, implementation, and influence of an integrated learning system in the mathematics classrooms of one urban African American school: A case study.
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245 1 0 $a Initiation, implementation, and influence of an integrated learning system in the mathematics classrooms of one urban African American school: A case study.
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500 $a Source: Dissertation Abstracts International, Volume: 64-10, Section: A, page: 3598.
500 $a Adviser: Robert J. Jensen.
502 $a Thesis (Ph.D.)--Emory University, 2003.
520 $a The purpose of this study was to examine one urban school's efforts to implement and use an integrated learning system (ILS) to enhance students' learning in mathematics. An ILS is a computer-based program that consists of activities for students to learn related to a specific curriculum. Further, it enables educators to chart and manage students' progress toward mastery of objectives. Findings from this study emanate from a three-year qualitative case study that was guided by three research questions: (a) What factors facilitated or constrained the initiation of the integrated learning system in the mathematics classrooms of one urban school? (b) What factors enhanced or constrained the implementation of an integrated learning system in the mathematics classrooms of one urban school? and (c) What factors enhanced or constrained the influence of an integrated learning system on student learning in the mathematics classrooms of one urban school?
520 $a Based on the data analysis, 30 factors were identified that affected the initiation, implementation, and influence of the ILS on student learning. Factors found related to the initiation of the ILS were associated with the school district's policies and practices, the school's capacity to support the ILS, the availability of support personnel to assist the teachers, and teaching staff involvement in professional development efforts and the initiation process. Variables affecting the implementation of the ILS were related to the approach to incorporating the ILS as well as teachers' perceptions about technology and its effect on instructional strategies. Factors affecting implementation also included teachers' pedagogical content knowledge, instructional practices, interactions with students, and assessment methods. To assess the influence of the ILS on student learning, teachers' and students' perceptions and standardized test scores were examined. Factors found to be associated with the influence of the ILS included motivation, cooperative and competitive groupings, individualized instruction, and immediacy of feedback.
520 $a Overall, results suggest interdependence among factors identified in the study. Factors that enhanced the use of the ILS in one year became constraining variables in other years indicating the overriding importance that school context can play as a mitigating factor. Although the school realized gains as measured by standardized tests over the three-year period, the increase cannot necessarily be attributed to the influence of the ILS because of a multitude of changes taking place in the school simultaneously.
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