語系:
繁體中文
English
說明(常見問題)
回圖書館首頁
手機版館藏查詢
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
Mathematics Professional Development...
~
Smith, Michael Edward.
FindBook
Google Book
Amazon
博客來
Mathematics Professional Development: The Impact on Teacher Pedagogy and Classroom Culture in Tennessee.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Mathematics Professional Development: The Impact on Teacher Pedagogy and Classroom Culture in Tennessee./
作者:
Smith, Michael Edward.
面頁冊數:
219 p.
附註:
Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
Contained By:
Dissertation Abstracts International76-07A(E).
標題:
Pedagogy. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3684489
ISBN:
9781321596182
Mathematics Professional Development: The Impact on Teacher Pedagogy and Classroom Culture in Tennessee.
Smith, Michael Edward.
Mathematics Professional Development: The Impact on Teacher Pedagogy and Classroom Culture in Tennessee.
- 219 p.
Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
Thesis (Ed.D.)--Walden University, 2015.
The standardized math test scores at a Tennessee high school have trended below the state and national averages. One strategy to improve math performance is a pedagogical structure that facilitates peer interaction and discovery learning. A program of professional development (PD) designed to foster such interactive learning was delivered to 9th grade math teachers, but no assessment had been undertaken to determine the program's effectiveness. Guided by Vygotsky's social development theory, which states that student learning is affected by the interactions and instructional activities within the classroom, this concurrent mixed method study investigated math teachers' perceptions of the PD and its effectiveness in raising student scores on the end-of-course exams (EOC). Qualitative data were gathered from 4 teachers in order to explore deeper understandings of the PD effectiveness. These data were open coded and thematically analyzed. Findings revealed teacher perceptions that the PD was not effective, along with many insights for improvement of PD. The quantitative research question determined if there was a statistically significant difference between test scores of non-PD and PD students. The analysis used the independent samples t test to compare student EOC scores before the PD (n = 112) with the scores that were earned after the PD took place (n = 187). There was no statistically significant difference between the test scores in the first and second year (p = .06). These findings informed the creation of an improved plan for Math PD, including components contributed by teachers. The implications for positive social change from this study include a better understanding of math PD and student achievement at the local site, along with stronger preparation for students and the school community to succeed on EOC testing.
ISBN: 9781321596182Subjects--Topical Terms:
2122828
Pedagogy.
Mathematics Professional Development: The Impact on Teacher Pedagogy and Classroom Culture in Tennessee.
LDR
:02771nmm a2200289 4500
001
2066313
005
20151223084720.5
008
170521s2015 ||||||||||||||||| ||eng d
020
$a
9781321596182
035
$a
(MiAaPQ)AAI3684489
035
$a
AAI3684489
040
$a
MiAaPQ
$c
MiAaPQ
100
1
$a
Smith, Michael Edward.
$3
3181095
245
1 0
$a
Mathematics Professional Development: The Impact on Teacher Pedagogy and Classroom Culture in Tennessee.
300
$a
219 p.
500
$a
Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
500
$a
Adviser: Howard Moskowitz.
502
$a
Thesis (Ed.D.)--Walden University, 2015.
520
$a
The standardized math test scores at a Tennessee high school have trended below the state and national averages. One strategy to improve math performance is a pedagogical structure that facilitates peer interaction and discovery learning. A program of professional development (PD) designed to foster such interactive learning was delivered to 9th grade math teachers, but no assessment had been undertaken to determine the program's effectiveness. Guided by Vygotsky's social development theory, which states that student learning is affected by the interactions and instructional activities within the classroom, this concurrent mixed method study investigated math teachers' perceptions of the PD and its effectiveness in raising student scores on the end-of-course exams (EOC). Qualitative data were gathered from 4 teachers in order to explore deeper understandings of the PD effectiveness. These data were open coded and thematically analyzed. Findings revealed teacher perceptions that the PD was not effective, along with many insights for improvement of PD. The quantitative research question determined if there was a statistically significant difference between test scores of non-PD and PD students. The analysis used the independent samples t test to compare student EOC scores before the PD (n = 112) with the scores that were earned after the PD took place (n = 187). There was no statistically significant difference between the test scores in the first and second year (p = .06). These findings informed the creation of an improved plan for Math PD, including components contributed by teachers. The implications for positive social change from this study include a better understanding of math PD and student achievement at the local site, along with stronger preparation for students and the school community to succeed on EOC testing.
590
$a
School code: 0543.
650
4
$a
Pedagogy.
$3
2122828
650
4
$a
Teacher education.
$3
3172312
650
4
$a
Mathematics education.
$3
641129
690
$a
0456
690
$a
0530
690
$a
0280
710
2
$a
Walden University.
$b
Education.
$3
1022723
773
0
$t
Dissertation Abstracts International
$g
76-07A(E).
790
$a
0543
791
$a
Ed.D.
792
$a
2015
793
$a
English
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3684489
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9299023
電子資源
11.線上閱覽_V
電子書
EB
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入