東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Opening the Door? How Wisconsin Scho...

Kist, Cassidy C.

Linked to FindBook

Google Book

Amazon

博客來

Opening the Door? How Wisconsin School Districts Respond to Increased Mathematics Graduation Requirements and Its Impact on Students' Educational Opportunities.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Opening the Door? How Wisconsin School Districts Respond to Increased Mathematics Graduation Requirements and Its Impact on Students' Educational Opportunities./
Author:	Kist, Cassidy C.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	218 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
Contained By:	Dissertations Abstracts International82-01A.
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28002098
ISBN:	9781082946998

Opening the Door? How Wisconsin School Districts Respond to Increased Mathematics Graduation Requirements and Its Impact on Students' Educational Opportunities.
Kist, Cassidy C.

Opening the Door? How Wisconsin School Districts Respond to Increased Mathematics Graduation Requirements and Its Impact on Students' Educational Opportunities. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 218 p.

Source: Dissertations Abstracts International, Volume: 82-01, Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2020.

This item must not be sold to any third party vendors.

This study examines how mathematics leaders in seven school districts responded to a Wisconsin state graduation policy that requires students take three credits of mathematics and the rationale for their responses. In this qualitative study, I interviewed mathematics leaders in seven districts to answer the following research questions: 1) How do mathematics leaders respond to increased credit requirements for mathematics in terms of high school course sequencing and course offerings? 2) What rationale do these leaders give for their responses? 3) What are the implications of these responses for students' mathematical opportunities?The findings of this study show four reconfigurations of course sequences that resulted from course offering decisions made by the mathematics leaders. These decisions were made according to the mathematics leaders' beliefs about mathematics, students, and equity. These reconfigurations either take students away from Algebra 2, which means students are not eligible to apply to a four-year University of Wisconsin institution, or take students through an Algebra 2 lite version, which earns them the course credential on their transcript so they can apply but does not properly prepare them for future mathematics courses. Although mathematics leaders responded with equity in mind, these reconfigurations may perpetuate the inequities in mathematics education. This study fills a gap in the literature concerning the decision-making process and sensemaking of mathematics leaders when responding to a non-instructional policy. Additionally, it provides a missing discussion around mathematics structures. Not only do these structures impact students before they enter a mathematics classroom, they also have implications for their postsecondary opportunities.At the end of this dissertation, I discuss the implications of my findings for policy, practice, theory, and research. In addition to building on the established sensemaking, tracking, and equity literature, the implications of my findings call for a greater connection between policy and practice to produce more effective implementation. The findings suggest the importance for mathematics leaders to critique their current structures to understand if students are truly being equitably served. Finally, additional research can continue to examine how mathematics leaders respond to policies and how their responses have impacted the mathematics structures and student course-taking. It is these structures that determine what life opportunities are available to high school students when they graduate.

ISBN: 9781082946998Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Educational leadership

Opening the Door? How Wisconsin School Districts Respond to Increased Mathematics Graduation Requirements and Its Impact on Students' Educational Opportunities.
LDR:03953nmm a2200397 4500 001 2273536
005 20201109122551.5
008 220629s2020 ||||||||||||||||| ||eng d
020 $a 9781082946998
035 $a (MiAaPQ)AAI28002098
035 $a AAI28002098
040 $a MiAaPQ $c MiAaPQ
100 1 $a Kist, Cassidy C. $3 3550987
245 1 0 $a Opening the Door? How Wisconsin School Districts Respond to Increased Mathematics Graduation Requirements and Its Impact on Students' Educational Opportunities.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 218 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
500 $a Advisor: Diamond, John B.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a This study examines how mathematics leaders in seven school districts responded to a Wisconsin state graduation policy that requires students take three credits of mathematics and the rationale for their responses. In this qualitative study, I interviewed mathematics leaders in seven districts to answer the following research questions: 1) How do mathematics leaders respond to increased credit requirements for mathematics in terms of high school course sequencing and course offerings? 2) What rationale do these leaders give for their responses? 3) What are the implications of these responses for students' mathematical opportunities?The findings of this study show four reconfigurations of course sequences that resulted from course offering decisions made by the mathematics leaders. These decisions were made according to the mathematics leaders' beliefs about mathematics, students, and equity. These reconfigurations either take students away from Algebra 2, which means students are not eligible to apply to a four-year University of Wisconsin institution, or take students through an Algebra 2 lite version, which earns them the course credential on their transcript so they can apply but does not properly prepare them for future mathematics courses. Although mathematics leaders responded with equity in mind, these reconfigurations may perpetuate the inequities in mathematics education. This study fills a gap in the literature concerning the decision-making process and sensemaking of mathematics leaders when responding to a non-instructional policy. Additionally, it provides a missing discussion around mathematics structures. Not only do these structures impact students before they enter a mathematics classroom, they also have implications for their postsecondary opportunities.At the end of this dissertation, I discuss the implications of my findings for policy, practice, theory, and research. In addition to building on the established sensemaking, tracking, and equity literature, the implications of my findings call for a greater connection between policy and practice to produce more effective implementation. The findings suggest the importance for mathematics leaders to critique their current structures to understand if students are truly being equitably served. Finally, additional research can continue to examine how mathematics leaders respond to policies and how their responses have impacted the mathematics structures and student course-taking. It is these structures that determine what life opportunities are available to high school students when they graduate.
590 $a School code: 0262.
650 4 $a Educational leadership. $3 529436
650 4 $a Mathematics education. $3 641129
650 4 $a Educational evaluation. $3 526425
653 $a Educational leadership
653 $a Graduation requirements
653 $a Mathematics education
653 $a Mathematics leadership
653 $a Mathematics policy
653 $a Policy response
653 $a Wisconsin
690 $a 0449
690 $a 0280
690 $a 0443
710 2 $a The University of Wisconsin - Madison. $b Ed Leadership & Policy Analysis. $3 2103661
773 0 $t Dissertations Abstracts International $g 82-01A.
790 $a 0262
791 $a Ph.D.
792 $a 2020
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28002098