國立虎尾科技大學 |

Math Teachers' Experiences with Math Staff Development Training.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Math Teachers' Experiences with Math Staff Development Training./
Author:	Grady, Carolyn Ann.
Description:	1 online resource (158 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355859379

Math Teachers' Experiences with Math Staff Development Training.
Grady, Carolyn Ann.

Math Teachers' Experiences with Math Staff Development Training. - 1 online resource (158 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--Walden University, 2018.

Includes bibliographical references

As a result of low student scores on math assessments and teachers' seeming inability to raise those scores, professional development (PD) interventions were developed to address teachers' knowledge and understanding of math instruction. The purpose of this case study was to gain a deeper understanding of teachers' experiences with the math staff development training and how those experiences influence their teaching and students' learning. Guided by constructivist theory, the key research questions addressed the math teachers' experiences with the math PD and what teachers perceive to be their needs for effective math PD. Data for this case study were collected through interviews and observations of 25 secondary math teachers at 3 high schools. The data were coded using an analytic method to discern themes and patterns. The findings indicated that PD should have a focus on strategies that are relevant, include team collaboration and time to observe demonstration lessons. As a result, a 3-day PD was designed to focus on specific course content taught by teachers, opportunities to observe lessons, and team collaboration to design lessons. This project study affects positive social change via a PD training program with consistent, pertinent and content-specific support for math teachers in the classroom. Teachers will be more engaged in the process, students will be more engaged in their learning, and the community will benefit from increased student success. Effective PD has the potential to improve teacher practice, thus student learning, enabling student success in school and beyond. Successful students make successful adults who live independent, constructive and fulfilled lives.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355859379Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

Math Teachers' Experiences with Math Staff Development Training.
LDR:02948ntm a2200373K 4500 001 914816
005 20180724121430.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780355859379
035 $a (MiAaPQ)AAI10792599
035 $a (MiAaPQ)waldenu:20537
035 $a AAI10792599
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a Grady, Carolyn Ann. $3 1188180
245 1 0 $a Math Teachers' Experiences with Math Staff Development Training.
264 0 $c 2018
300 $a 1 online resource (158 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: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Katherine Hayes Fondation.
502 $a Thesis (Ed.D.)--Walden University, 2018.
504 $a Includes bibliographical references
520 $a As a result of low student scores on math assessments and teachers' seeming inability to raise those scores, professional development (PD) interventions were developed to address teachers' knowledge and understanding of math instruction. The purpose of this case study was to gain a deeper understanding of teachers' experiences with the math staff development training and how those experiences influence their teaching and students' learning. Guided by constructivist theory, the key research questions addressed the math teachers' experiences with the math PD and what teachers perceive to be their needs for effective math PD. Data for this case study were collected through interviews and observations of 25 secondary math teachers at 3 high schools. The data were coded using an analytic method to discern themes and patterns. The findings indicated that PD should have a focus on strategies that are relevant, include team collaboration and time to observe demonstration lessons. As a result, a 3-day PD was designed to focus on specific course content taught by teachers, opportunities to observe lessons, and team collaboration to design lessons. This project study affects positive social change via a PD training program with consistent, pertinent and content-specific support for math teachers in the classroom. Teachers will be more engaged in the process, students will be more engaged in their learning, and the community will benefit from increased student success. Effective PD has the potential to improve teacher practice, thus student learning, enabling student success in school and beyond. Successful students make successful adults who live independent, constructive and fulfilled lives.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 555912
650 4 $a Curriculum development. $3 1148494
650 4 $a Pedagogy. $3 1148703
650 4 $a Teacher education. $3 1148451
650 4 $a Mathematics education. $3 1148686
650 4 $a Secondary education. $3 1179560
655 7 $a Electronic books. $2 local $3 554714
690 $a 0515
690 $a 0727
690 $a 0456
690 $a 0530
690 $a 0280
690 $a 0533
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Walden University. $b Education. $3 1148424
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10792599 $z click for full text (PQDT)