東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The Effectiveness of Instructional M...

Taylor, Janice E.

Linked to FindBook

Google Book

Amazon

博客來

The Effectiveness of Instructional Mathematics Coaching: A Study on How the Implementation of Instructional Mathematics Coaches in Elementary Schools Impacts Student Achievement and Promotes Teacher Self-Efficacy.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effectiveness of Instructional Mathematics Coaching: A Study on How the Implementation of Instructional Mathematics Coaches in Elementary Schools Impacts Student Achievement and Promotes Teacher Self-Efficacy./
Author:	Taylor, Janice E.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	97 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
Contained By:	Dissertation Abstracts International78-08A(E).
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10258326
ISBN:	9781369617221

The Effectiveness of Instructional Mathematics Coaching: A Study on How the Implementation of Instructional Mathematics Coaches in Elementary Schools Impacts Student Achievement and Promotes Teacher Self-Efficacy.
Taylor, Janice E.

The Effectiveness of Instructional Mathematics Coaching: A Study on How the Implementation of Instructional Mathematics Coaches in Elementary Schools Impacts Student Achievement and Promotes Teacher Self-Efficacy. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 97 p.

Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.

Thesis (Ed.D.)--University of St. Francis, 2017.

The State of Illinois adopted the Illinois Learning Standards for Mathematics on June 24, 2010 as a means for students to succeed in college, in a career and in life. The new standards had instructional shifts in content and practice that differed from the 1999 Illinois Learning Standards. The new mathematics standards contained fewer topics for most grade levels. The topics narrowed the focus at each grade level, following a mathematical learning progression. However, there was an expectation for teachers to deeply delve into grade level content standards using the mathematical practice standards for students to become proficient in mathematics by the end of each school year. Some mathematical topics were eliminated from grades where traditionally taught and moved to grades where teachers had little or no experience or background in teaching these topics. The implementation of the new state mathematics standards left many elementary teachers unprepared to effectively teach new math content along with the mathematical practices. New English language arts standards were adopted at the same time, requiring most elementary teachers to learn new content in two core subject areas. This ex-post facto study using mixed methods and correlational design examined the effectiveness of implementing new instructional mathematics coaches in a suburban school district during a school year and the impact they had on student achievement and teacher self-efficacy in mathematics. The study examined state and local mathematics assessment results in grades three through five, along with the survey results from teachers who participated in the study to determine whether the collaborative efforts of the instructional coaches were effective. The findings validated that the instructional mathematics coaches had a positive impact on student achievement and teacher self-efficacy.

ISBN: 9781369617221Subjects--Topical Terms:

641129
Mathematics education.

The Effectiveness of Instructional Mathematics Coaching: A Study on How the Implementation of Instructional Mathematics Coaches in Elementary Schools Impacts Student Achievement and Promotes Teacher Self-Efficacy.
LDR:02968nmm a2200301 4500 001 2126738
005 20171129072650.5
008 180830s2017 ||||||||||||||||| ||eng d
020 $a 9781369617221
035 $a (MiAaPQ)AAI10258326
035 $a AAI10258326
040 $a MiAaPQ $c MiAaPQ
100 1 $a Taylor, Janice E. $3 3288849
245 1 4 $a The Effectiveness of Instructional Mathematics Coaching: A Study on How the Implementation of Instructional Mathematics Coaches in Elementary Schools Impacts Student Achievement and Promotes Teacher Self-Efficacy.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 97 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
500 $a Advisers: Jean Demas; Stephen Midlock.
502 $a Thesis (Ed.D.)--University of St. Francis, 2017.
520 $a The State of Illinois adopted the Illinois Learning Standards for Mathematics on June 24, 2010 as a means for students to succeed in college, in a career and in life. The new standards had instructional shifts in content and practice that differed from the 1999 Illinois Learning Standards. The new mathematics standards contained fewer topics for most grade levels. The topics narrowed the focus at each grade level, following a mathematical learning progression. However, there was an expectation for teachers to deeply delve into grade level content standards using the mathematical practice standards for students to become proficient in mathematics by the end of each school year. Some mathematical topics were eliminated from grades where traditionally taught and moved to grades where teachers had little or no experience or background in teaching these topics. The implementation of the new state mathematics standards left many elementary teachers unprepared to effectively teach new math content along with the mathematical practices. New English language arts standards were adopted at the same time, requiring most elementary teachers to learn new content in two core subject areas. This ex-post facto study using mixed methods and correlational design examined the effectiveness of implementing new instructional mathematics coaches in a suburban school district during a school year and the impact they had on student achievement and teacher self-efficacy in mathematics. The study examined state and local mathematics assessment results in grades three through five, along with the survey results from teachers who participated in the study to determine whether the collaborative efforts of the instructional coaches were effective. The findings validated that the instructional mathematics coaches had a positive impact on student achievement and teacher self-efficacy.
590 $a School code: 1675.
650 4 $a Mathematics education. $3 641129
650 4 $a Elementary education. $3 641385
650 4 $a Curriculum development. $3 684418
690 $a 0280
690 $a 0524
690 $a 0727
710 2 $a University of St. Francis. $b Education. $3 3181102
773 0 $t Dissertation Abstracts International $g 78-08A(E).
790 $a 1675
791 $a Ed.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10258326