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Grade K-5 Teachers' Perceptions of P...

Manley, Shannon.

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Grade K-5 Teachers' Perceptions of Professional Development that Supports Mathematics Instruction.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Grade K-5 Teachers' Perceptions of Professional Development that Supports Mathematics Instruction./
Author:	Manley, Shannon.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	148 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-12, Section: A.
Contained By:	Dissertations Abstracts International83-12A.
Subject:	Elementary education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29212599
ISBN:	9798438773450

Grade K-5 Teachers' Perceptions of Professional Development that Supports Mathematics Instruction.
Manley, Shannon.

Grade K-5 Teachers' Perceptions of Professional Development that Supports Mathematics Instruction. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 148 p.

Source: Dissertations Abstracts International, Volume: 83-12, Section: A.

Thesis (Ed.D.)--Walden University, 2022.

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

Many Grade K-5 teachers in the United States do not receive the mathematics support they need from the professional development (PD) activities offered by their school districts. The purpose of this qualitative research was to explore the perceptions of Grade K-5 teachers on the PD activities they received from their school district to support mathematics instruction. The conceptual framework that supported this study was andragogy, an adult learning theory that takes the learner's needs into account and values the connection to real-world situations. The research question addressed how Grade K-5 teachers perceive the PD that they were offered by their school district that was intended to support mathematics instruction. A basic qualitative research approach was used in which semistructured interviews were conducted with eight Grade K-5 teachers from throughout the United States. The four themes that emerged from data analysis showed that teachers have valuable insight into PD, PD is most effective when it is hands-on and can be implemented right away, teachers receive limited PD in mathematics, and teachers do not believe their PD needs are fully met. Overall, the findings indicate a perception that district leaders do not take teachers' views into consideration when designing PD, which hampers its effectiveness. Furthermore, participants viewed PD as being limited in the area of mathematics. It is recommended that district leaders routinely integrate teacher input into PD decisions and find innovative ways to provide PD that is tailored to teachers' professional and classroom needs. This study has the potential to foster positive social change by providing an understanding of the ways in which educators learn best and encouraging the use of best practices in teacher PD. More effective PD may improve mathematics instruction and student learning outcomes.

ISBN: 9798438773450Subjects--Topical Terms:

641385
Elementary education.
Subjects--Index Terms:

Elementary

Grade K-5 Teachers' Perceptions of Professional Development that Supports Mathematics Instruction.
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500 $a Source: Dissertations Abstracts International, Volume: 83-12, Section: A.
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502 $a Thesis (Ed.D.)--Walden University, 2022.
506 $a This item must not be sold to any third party vendors.
520 $a Many Grade K-5 teachers in the United States do not receive the mathematics support they need from the professional development (PD) activities offered by their school districts. The purpose of this qualitative research was to explore the perceptions of Grade K-5 teachers on the PD activities they received from their school district to support mathematics instruction. The conceptual framework that supported this study was andragogy, an adult learning theory that takes the learner's needs into account and values the connection to real-world situations. The research question addressed how Grade K-5 teachers perceive the PD that they were offered by their school district that was intended to support mathematics instruction. A basic qualitative research approach was used in which semistructured interviews were conducted with eight Grade K-5 teachers from throughout the United States. The four themes that emerged from data analysis showed that teachers have valuable insight into PD, PD is most effective when it is hands-on and can be implemented right away, teachers receive limited PD in mathematics, and teachers do not believe their PD needs are fully met. Overall, the findings indicate a perception that district leaders do not take teachers' views into consideration when designing PD, which hampers its effectiveness. Furthermore, participants viewed PD as being limited in the area of mathematics. It is recommended that district leaders routinely integrate teacher input into PD decisions and find innovative ways to provide PD that is tailored to teachers' professional and classroom needs. This study has the potential to foster positive social change by providing an understanding of the ways in which educators learn best and encouraging the use of best practices in teacher PD. More effective PD may improve mathematics instruction and student learning outcomes.
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