國立虎尾科技大學 |

An Exploration of Equity-Based Teaching Practices in White Meadow High School Mathematics Classes : = A Case Study.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	An Exploration of Equity-Based Teaching Practices in White Meadow High School Mathematics Classes :/
其他題名:	A Case Study.
作者:	Hawes, Nicole M.
面頁冊數:	1 online resource (114 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-12, Section: A.
Contained By:	Dissertations Abstracts International83-12A.
標題:	Mathematics education. -
電子資源:	click for full text (PQDT)
ISBN:	9798438772385

An Exploration of Equity-Based Teaching Practices in White Meadow High School Mathematics Classes : = A Case Study.
Hawes, Nicole M.

An Exploration of Equity-Based Teaching Practices in White Meadow High School Mathematics Classes :A Case Study. - 1 online resource (114 pages)

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

Thesis (Ed.D.)--University of Massachusetts Lowell, 2022.

Includes bibliographical references

The disparity in academic achievement in mathematics between White and non-White students has been documented across the country and discussed in depth in academic research. Ladson-Billings (2006) cited the "education debt" that the nation has allowed to grow as a source for this disparity. Anderson (2017) and Battey and Levey (2016) identified the effects that "whiteness" has on students of color and cited this as one reason for the disparity in academic achievement. Boston's Metropolitan Council for Educational Opportunity (METCO) program was established as an opportunity for students from Boston to leave their racially imbalanced schools in the city and to seek improved learning opportunities in the wealthier suburbs. While these students may have found more success than if they attended a school in the city, they were not achieving at quite the same rate as their White peers. This study explored the prevalent equity-based mathematics teaching practices in the math classroom at the high school level from the teachers' perspectives. It further investigated how the high school math teachers perceived factors helping or hindering equity-based mathematics teaching practices. Data was collected through semi-structured interviews guided by open ended questions that allowed for expansion of ideas and perceptions and for follow-up questions that were specific to each participant. Data was triangulated using two classroom observations of each participating teacher. Both exhaustive and structured observations were conducted and guided by an observation checklist that combined the elements of two sources. Using Saldana's steps for coding, all interview data was subjected to an initial round of coding, categorization of these codes, a second round of coding and then the identification of seven themes that emerged from the data. These themes fell into one of three categories: teachers' perceptions of equity, teachers' perceptions of hinderances to ensuring equity in education and teachers' practice aimed at addressing issues of equity within their classes.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798438772385Subjects--Topical Terms:

1148686
Mathematics education.
Subjects--Index Terms:

EquityIndex Terms--Genre/Form:

554714
Electronic books.

An Exploration of Equity-Based Teaching Practices in White Meadow High School Mathematics Classes : = A Case Study.
LDR:03461ntm a22003857 4500 001 1149176
005 20241007100305.5
006 m o d
007 cr bn ---uuuuu
008 250605s2022 xx obm 000 0 eng d
020 $a 9798438772385
035 $a (MiAaPQ)AAI29065976
035 $a AAI29065976
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Hawes, Nicole M. $3 1475332
245 1 3 $a An Exploration of Equity-Based Teaching Practices in White Meadow High School Mathematics Classes : $b A Case Study.
264 0 $c 2022
300 $a 1 online resource (114 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 83-12, Section: A.
500 $a Advisor: Chahine, Iman C.
502 $a Thesis (Ed.D.)--University of Massachusetts Lowell, 2022.
504 $a Includes bibliographical references
520 $a The disparity in academic achievement in mathematics between White and non-White students has been documented across the country and discussed in depth in academic research. Ladson-Billings (2006) cited the "education debt" that the nation has allowed to grow as a source for this disparity. Anderson (2017) and Battey and Levey (2016) identified the effects that "whiteness" has on students of color and cited this as one reason for the disparity in academic achievement. Boston's Metropolitan Council for Educational Opportunity (METCO) program was established as an opportunity for students from Boston to leave their racially imbalanced schools in the city and to seek improved learning opportunities in the wealthier suburbs. While these students may have found more success than if they attended a school in the city, they were not achieving at quite the same rate as their White peers. This study explored the prevalent equity-based mathematics teaching practices in the math classroom at the high school level from the teachers' perspectives. It further investigated how the high school math teachers perceived factors helping or hindering equity-based mathematics teaching practices. Data was collected through semi-structured interviews guided by open ended questions that allowed for expansion of ideas and perceptions and for follow-up questions that were specific to each participant. Data was triangulated using two classroom observations of each participating teacher. Both exhaustive and structured observations were conducted and guided by an observation checklist that combined the elements of two sources. Using Saldana's steps for coding, all interview data was subjected to an initial round of coding, categorization of these codes, a second round of coding and then the identification of seven themes that emerged from the data. These themes fell into one of three categories: teachers' perceptions of equity, teachers' perceptions of hinderances to ensuring equity in education and teachers' practice aimed at addressing issues of equity within their classes.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Mathematics education. $3 1148686
650 4 $a Secondary education. $3 1179560
653 $a Equity
653 $a Equity education
653 $a Mathematics
653 $a STEM
653 $a Teaching practices
655 7 $a Electronic books. $2 local $3 554714
690 $a 0280
690 $a 0533
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Massachusetts Lowell. $b Leadership in Schooling. $3 1471655
773 0 $t Dissertations Abstracts International $g 83-12A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29065976 $z click for full text (PQDT)