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Our nation left behind: A measure of...

Bernabei-Rorrer, Pamela A.

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Our nation left behind: A measure of the success of a mathematics systemic program to reverse the downward spiral of mathematical literacy.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Our nation left behind: A measure of the success of a mathematics systemic program to reverse the downward spiral of mathematical literacy./
作者:	Bernabei-Rorrer, Pamela A.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
面頁冊數:	209 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
Contained By:	Dissertation Abstracts International76-11A(E).
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3710083
ISBN:	9781321859256

Our nation left behind: A measure of the success of a mathematics systemic program to reverse the downward spiral of mathematical literacy.
Bernabei-Rorrer, Pamela A.

Our nation left behind: A measure of the success of a mathematics systemic program to reverse the downward spiral of mathematical literacy. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 209 p.

Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.

Thesis (Ph.D.)--Kent State University, 2015.

The purpose of this quasi-experimental study was to evaluate the effectiveness of the Texas Instruments MathForward program and its effect on specific student sub-groups differentiated by gender, ethnicity, socioeconomic status, and the type of curriculum materials used in the classrooms in a large, diverse, urban public school district. Additionally, this study explored the relationship between the amount and type of professional development each teacher received, teachers' perceived level of administrative support for the MathForward program, and the quality of classroom instruction with student mathematics achievement gains as measured by the October and June Measures of Academic Progress (MAP) mathematics assessments.

ISBN: 9781321859256Subjects--Topical Terms:

529436
Educational leadership.

Our nation left behind: A measure of the success of a mathematics systemic program to reverse the downward spiral of mathematical literacy.
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245 1 0 $a Our nation left behind: A measure of the success of a mathematics systemic program to reverse the downward spiral of mathematical literacy.
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500 $a Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
500 $a Adviser: Catherine Hackney.
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520 $a The purpose of this quasi-experimental study was to evaluate the effectiveness of the Texas Instruments MathForward program and its effect on specific student sub-groups differentiated by gender, ethnicity, socioeconomic status, and the type of curriculum materials used in the classrooms in a large, diverse, urban public school district. Additionally, this study explored the relationship between the amount and type of professional development each teacher received, teachers' perceived level of administrative support for the MathForward program, and the quality of classroom instruction with student mathematics achievement gains as measured by the October and June Measures of Academic Progress (MAP) mathematics assessments.
520 $a Eighteen middle school mathematics teachers in the Milwaukee Public School District participated in the MathForward program during the 2011-2012 and 2012-2013 school years. Teachers assigned to the control group were matched to the experimental group on factors of years of teaching experience, gender, ethnicity, and type of curriculum materials used in the classroom.
520 $a Independent t-tests and a one-way analysis of variance were conducted to compare the difference in mathematics MAP scores between the two groups of students. The analysis showed no significant difference in mathematics achievement growth between students of MathForward teachers and students of non-MathForward teachers. The study also showed no significant difference in mathematics achievement growth based on gender and socioeconomic status of MathForward students; however, there was a significant difference found between MathForward student ethnic groups and between the types of curriculum materials used in the MathForward classrooms.
520 $a Finally, a multiple linear regression explored any correlation between the amount of both in-service trainings and in-classroom coaching received by MathForward teachers, MathForward teachers' perceived level of administrator support as measured by responses from an online teacher survey, and the quality of instruction as measured by the Reformed Teaching Observation Protocol. The regression analysis found only the total amount of in-classroom coaching hours was significantly related to the MathForward teacher's mean difference in students' mathematics achievement gains.
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