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Secondary mathematics designers-by-a...

Parlette, Amy S.

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Secondary mathematics designers-by-assignment: Design practice and training needs.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Secondary mathematics designers-by-assignment: Design practice and training needs./
作者:	Parlette, Amy S.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
面頁冊數:	165 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
標題:	Instructional design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3700917
ISBN:	9781321711622

Secondary mathematics designers-by-assignment: Design practice and training needs.
Parlette, Amy S.

Secondary mathematics designers-by-assignment: Design practice and training needs. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 165 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ph.D.)--Capella University, 2015.

In order to increase underrepresented practitioners in the areas of science, technology, engineering and mathematics, public school districts across the nation are charged with designing rigorous and relevant instructional materials that embody the Common Core Standards for Mathematics. Public school teachers, familiar with the content knowledge and learning environment, are tasked with the responsibility of designing effective instruction to meet these expectations. The concern is the quality and effectiveness of the final instructional products designed by designers-by-assignment who lack formal instructional design training and knowledge. This qualitative study was designed to explore and describe how a sample of designers, secondary mathematics teachers, designed instruction in their workplace in order to build a framework of best practices to support the development of high quality instruction. This collective case study included seven participants who designed instruction for Algebra 1, Geometry, or Algebra 2 with at least three years of teaching experience and one year of curriculum design experience. Qualitative data sources included semi-structured interviews, design diagram artifacts, and observational notes. For the purposes of triangulation, the audio recordings were transcribed, coded and mapped to observational notes and supporting artifacts. A descriptive narrative including a design diagram was included for each participant along with a composite cross-case analysis narrative describing the participant's design practice, summary of the research question and prominent best practices and training needs. The findings suggested that the participants followed a four stage design process (Standards Analysis, Assessment, Implementation, and Communication) containing a number of key design elements. A framework of best practices in alignment with these four design stages was developed to include the alignment of all stages, the importance of unpacking the meaning of standards, building a framework of instruction, constantly communicating and collaborating effectively, and utilizing ongoing formative assessment throughout the instructional unit. In order to assist designers-by-assignment in this process, this study identified several areas where additional professional development was needed. Further research on specific thought processes and instructional design principles utilized, quality and effectiveness of the design product, and effectiveness of instruction in relation to communication and collaboration was suggested to improve instruction created by designers-by-assignment.

ISBN: 9781321711622Subjects--Topical Terms:

3172279
Instructional design.

Secondary mathematics designers-by-assignment: Design practice and training needs.
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