Date on Master's Thesis/Doctoral Dissertation

12-2015

Document Type

Doctoral Dissertation

Degree Name

Ph. D.

Department (Legacy)

Department of Early Childhood and Elementary Education

Degree Program

Curriculum and Instruction, PhD

Committee Chair

Karp, Karen

Committee Co-Chair (if applicable)

Brown, E. Todd

Committee Member

Brown, E. Todd

Committee Member

Landrum, Tim

Committee Member

Peters, Susan

Committee Member

Ronau, Robert

Author's Keywords

cognitive apprenticeship; student engagement; secondary mathematics; college readiness mathematics; teacher professional development secondary mathematics; reform teaching secondary mathmematics

Abstract

The purpose of this study was to determine the relationship between reform practices, student engagement in mathematics class, college readiness in mathematics for high school students, and mathematics teacher Professional Development (PD). Quasi-experimental mixed methodology addressed the research question(s) in a parallel design. Treatment teachers participated in PD where reformed teaching practices were presented, observed, discussed, and analyzed using a Cognitive Apprenticeship (CA) framework. Student’s mathematics readiness was measured distantly and proximally. Student engagement in mathematics class and reform practice implementation were observed, using Reformed Teaching Observation Protocol (RTOP), and compared across groups to assess treatment effects pre and post PD. Analysis of treatment using teacher interviews and posts from an online community blog suggested significant treatment effects. Positive changes in student engagement and teacher reform implementation were observed. Teacher beliefs and perceptions of PD impacted reform implementation as well. Implications from the study have the potential to influence policy decisions and professional development related to reform instructional practices in secondary mathematics classrooms throughout the state.

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