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Middle School Mathematics Instructors' Perceptions of Data-driven Instructional Strategies and the Achievement Gap.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Middle School Mathematics Instructors' Perceptions of Data-driven Instructional Strategies and the Achievement Gap./
作者:	Rogers, Teresa Mandrell.
面頁冊數:	1 online resource (151 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Contained By:	Dissertation Abstracts International79-11A(E).
標題:	Mathematics education. -
電子資源:	click for full text (PQDT)
ISBN:	9780438148994

Middle School Mathematics Instructors' Perceptions of Data-driven Instructional Strategies and the Achievement Gap.
Rogers, Teresa Mandrell.

Middle School Mathematics Instructors' Perceptions of Data-driven Instructional Strategies and the Achievement Gap. - 1 online resource (151 pages)

Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.

Thesis (EDD/CI)--University of Phoenix, 2018.

Includes bibliographical references

The purpose of this qualitative exploratory case study was to examine the perceived obstacles that contribute to the achievement gap between White and Black middle school mathematics students and the instructional strategies that help combat these obstacles of middle school mathematics teachers. The study investigated how middle-school educators perceive the difficulties of instructing diverse student populations, the outside factors that exacerbate the teaching experience, and the instructional strategies they use that help underperforming populations make gains on standardized tests. The specific problem is that the South Carolina Ready mathematics tests for middle school students show significant achievement gaps between Black and White students and middle school need to explore what instructional strategies can assist more diverse students in middle school mathematics. Data were collected from six middle school mathematics teachers ranging from grades six through nine in one middle school in South Carolina using online surveys, face-to-face pre- and post-observation interviews, classroom observations, and curriculum artifacts. The collected data were coded and analyzed using NVivo 11 and five themes emerged as contributing to the achievement gap which included Cultural Differences, Varying Prior-Educations, Student Lack of Exposure/Experience, Lack of Parent Involvement/Low SES Background, and Students' Apathy/Lack of Confidence. Seven major instructional strategies emerged as being successful in closing the achievement gap in mathematics classrooms including Progress Monitoring/Data Collection, Graphic Organizers, Personalized Learning/Videos, Collaboration, Manipulatives/Visuals, Interactive Games/Activities, and Discovery.

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

Mode of access: World Wide Web

ISBN: 9780438148994Subjects--Topical Terms:

1148686
Mathematics education.
Index Terms--Genre/Form:

554714
Electronic books.

Middle School Mathematics Instructors' Perceptions of Data-driven Instructional Strategies and the Achievement Gap.
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502 $a Thesis (EDD/CI)--University of Phoenix, 2018.
504 $a Includes bibliographical references
520 $a The purpose of this qualitative exploratory case study was to examine the perceived obstacles that contribute to the achievement gap between White and Black middle school mathematics students and the instructional strategies that help combat these obstacles of middle school mathematics teachers. The study investigated how middle-school educators perceive the difficulties of instructing diverse student populations, the outside factors that exacerbate the teaching experience, and the instructional strategies they use that help underperforming populations make gains on standardized tests. The specific problem is that the South Carolina Ready mathematics tests for middle school students show significant achievement gaps between Black and White students and middle school need to explore what instructional strategies can assist more diverse students in middle school mathematics. Data were collected from six middle school mathematics teachers ranging from grades six through nine in one middle school in South Carolina using online surveys, face-to-face pre- and post-observation interviews, classroom observations, and curriculum artifacts. The collected data were coded and analyzed using NVivo 11 and five themes emerged as contributing to the achievement gap which included Cultural Differences, Varying Prior-Educations, Student Lack of Exposure/Experience, Lack of Parent Involvement/Low SES Background, and Students' Apathy/Lack of Confidence. Seven major instructional strategies emerged as being successful in closing the achievement gap in mathematics classrooms including Progress Monitoring/Data Collection, Graphic Organizers, Personalized Learning/Videos, Collaboration, Manipulatives/Visuals, Interactive Games/Activities, and Discovery.
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