東華大學圖書館 |

語系: 繁體中文

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

Implementation of a math workshop mo...

Ashley, Linda Metzger.

FindBook

Google Book

Amazon

博客來

Implementation of a math workshop model in the elementary classroom: Understanding how teachers differentiate instruction.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Implementation of a math workshop model in the elementary classroom: Understanding how teachers differentiate instruction./
作者:	Ashley, Linda Metzger.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	162 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.
Contained By:	Dissertation Abstracts International77-08A(E).
標題:	Elementary education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10094617
ISBN:	9781339599229

Implementation of a math workshop model in the elementary classroom: Understanding how teachers differentiate instruction.
Ashley, Linda Metzger.

Implementation of a math workshop model in the elementary classroom: Understanding how teachers differentiate instruction. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 162 p.

Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.

Thesis (Ed.D.)--Northeastern University, 2016.

The purpose of this exploratory case study was to discover the ways in which elementary teachers implement a math workshop model and differentiate math instruction to improve math achievement for elementary students. Constructivist and differentiated learning theories provided a context to explore how elementary teachers implement math workshop and design instruction to meet diverse student needs. The primary research question guiding this study was: how do elementary teachers use their knowledge and understanding of math workshop in classroom math instruction in a Southeast Massachusetts school district to improve math instruction? Math workshop was generally defined as teachers strategically selecting appropriate tasks and orchestrating classroom discourse to maximize learning opportunities geared to developing students' conceptual understanding, fluency with numbers, and problem solving strategies. The analysis of the data indicated that providing teachers with school-based professional development delivered by math specialists with sustained support and follow-up had more influence in changing teachers' instructional practices than traditional professional development workshops. In addition, the study's findings highlighted elements that impacted teachers' implementation of math workshop in their classrooms: student grouping practices, incorporation of differentiated instruction, peer collaboration and support, and teacher autonomy in instructional decision-making.

ISBN: 9781339599229Subjects--Topical Terms:

641385
Elementary education.

Implementation of a math workshop model in the elementary classroom: Understanding how teachers differentiate instruction.
LDR:02446nmm a2200289 4500 001 2124775
005 20171027132934.5
008 180830s2016 ||||||||||||||||| ||eng d
020 $a 9781339599229
035 $a (MiAaPQ)AAI10094617
035 $a AAI10094617
040 $a MiAaPQ $c MiAaPQ
100 1 $a Ashley, Linda Metzger. $3 3286791
245 1 0 $a Implementation of a math workshop model in the elementary classroom: Understanding how teachers differentiate instruction.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 162 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.
500 $a Adviser: Carol Young.
502 $a Thesis (Ed.D.)--Northeastern University, 2016.
520 $a The purpose of this exploratory case study was to discover the ways in which elementary teachers implement a math workshop model and differentiate math instruction to improve math achievement for elementary students. Constructivist and differentiated learning theories provided a context to explore how elementary teachers implement math workshop and design instruction to meet diverse student needs. The primary research question guiding this study was: how do elementary teachers use their knowledge and understanding of math workshop in classroom math instruction in a Southeast Massachusetts school district to improve math instruction? Math workshop was generally defined as teachers strategically selecting appropriate tasks and orchestrating classroom discourse to maximize learning opportunities geared to developing students' conceptual understanding, fluency with numbers, and problem solving strategies. The analysis of the data indicated that providing teachers with school-based professional development delivered by math specialists with sustained support and follow-up had more influence in changing teachers' instructional practices than traditional professional development workshops. In addition, the study's findings highlighted elements that impacted teachers' implementation of math workshop in their classrooms: student grouping practices, incorporation of differentiated instruction, peer collaboration and support, and teacher autonomy in instructional decision-making.
590 $a School code: 0160.
650 4 $a Elementary education. $3 641385
650 4 $a Mathematics education. $3 641129
690 $a 0524
690 $a 0280
710 2 $a Northeastern University. $b Education. $3 2097072
773 0 $t Dissertation Abstracts International $g 77-08A(E).
790 $a 0160
791 $a Ed.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10094617