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

The math teaching gap: A study of th...

Persson, Jennifer.

FindBook

Google Book

Amazon

博客來

The math teaching gap: A study of the relationship between different levels of mathematics teacher effectiveness and student achievement.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The math teaching gap: A study of the relationship between different levels of mathematics teacher effectiveness and student achievement./
作者:	Persson, Jennifer.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
面頁冊數:	260 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
標題:	Mathematics education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3703898
ISBN:	9781321759914

The math teaching gap: A study of the relationship between different levels of mathematics teacher effectiveness and student achievement.
Persson, Jennifer.

The math teaching gap: A study of the relationship between different levels of mathematics teacher effectiveness and student achievement. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 260 p.

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

Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2015.

Findings from previous studies suggest that the effectiveness of students' teachers can have a significant impact on student achievement outcomes. However, scholars have not updated research on the short- and long-term effects of this experience, nor have they tied the information to highly effective and highly ineffective teachers' beliefs on teaching and learning. Using mixed research methods, I sought answers to the following research questions:

ISBN: 9781321759914Subjects--Topical Terms:

641129
Mathematics education.

The math teaching gap: A study of the relationship between different levels of mathematics teacher effectiveness and student achievement.
LDR:03631nmm a2200361 4500 001 2128332
005 20180105074639.5
008 180830s2015 ||||||||||||||||| ||eng d
020 $a 9781321759914
035 $a (MiAaPQ)AAI3703898
035 $a AAI3703898
040 $a MiAaPQ $c MiAaPQ
100 1 $a Persson, Jennifer. $3 3290505
245 1 4 $a The math teaching gap: A study of the relationship between different levels of mathematics teacher effectiveness and student achievement.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2015
300 $a 260 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Advisers: Catherine Scott; Jocelyn Glazier.
502 $a Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2015.
520 $a Findings from previous studies suggest that the effectiveness of students' teachers can have a significant impact on student achievement outcomes. However, scholars have not updated research on the short- and long-term effects of this experience, nor have they tied the information to highly effective and highly ineffective teachers' beliefs on teaching and learning. Using mixed research methods, I sought answers to the following research questions:
520 $a Question 1 -- Does mathematics teacher effectiveness affect student achievement when compounded over multiple years?
520 $a Question 2 -- What are effective/ineffective mathematics teachers' beliefs about teaching and learning?
520 $a I first employed quantitative methods to assess the effects of spending three years in a row with highly effective or highly ineffective teachers. When I looked for the short-term effects of these three years that the students experienced, there was a statistically significant difference between entering & exiting achievement across teacher assignment group, with a large effect size. Additionally, there were statistically significant differences of entering & exiting achievement across teacher assignment group for students of differing achievement levels, with large effect sizes. There was no statistically significant effect of teacher assignment group on the change in achievement by entering achievement level. When I looked for the long-term effects of these three years, there were statistically significant differences in students' Algebra I projections by teacher assignment group, as well as statistically significant differences in students' SAT Math projections by teacher assignment group..
520 $a I then utilized blind, semi-structured interviews with five highly effective teachers and five highly ineffective teachers to compare their views on teaching and learning to (1) the prevailing views of effective teaching in the math wars, and (2) to each other. I found that the highly effective teachers expressed more constructivist views of teaching and learning and the highly ineffective teachers expressed more traditional views. I also found there were distinct characteristics between highly effective and highly ineffective teachers' beliefs, specifically around beliefs on student engagement and responsibility for learning. The quantitative and qualitative results of this study have many implications for policy makers, K-12 teacher professional development and support programs, and teacher preparation programs.
590 $a School code: 0153.
650 4 $a Mathematics education. $3 641129
650 4 $a Education policy. $3 2191387
650 4 $a Educational evaluation. $3 526425
650 4 $a Middle school education. $3 969762
690 $a 0280
690 $a 0458
690 $a 0443
690 $a 0450
710 2 $a The University of North Carolina at Chapel Hill. $b Education. $3 1266420
773 0 $t Dissertation Abstracts International $g 76-09A(E).
790 $a 0153
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3703898