Дисертації з теми "Math middle school teachers"
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Nivens, Ryan Andrew. "Constructivist Ways to Teach Middle School Math Teachers." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/234.
Повний текст джерелаVizzi, Angela L. "Teachers' Perceptions of Manipulatives During Middle School Math Instruction." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2080.
Повний текст джерелаGilbert, Michael. "A professional development experience : an analysis of video case-based studies for secondary math teachers in linear functions /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7530.
Повний текст джерелаJohnson, Teresa. "An examination of the relationship between the type of teacher certification of middle school teachers and student math, reading, and writing achievement /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3164080.
Повний текст джерелаTypescript. Includes vita and abstract. Includes bibliographical references (leaves 91-100). Also available for download via the World Wide Web; free to University of Oregon users.
Rhyne, Brenda. "Urban middle school students' perceptions of math and science teachers' caring behaviors and students' self reports of academic competence /." Online version of thesis, 2007. http://hdl.handle.net/1850/4891.
Повний текст джерелаUnobskey, Arthur. "Driving a Rigorous Analysis and Implementation of Effective Teaching Practices by Middle School Math Teachers." Thesis, Boston College, 2009. http://hdl.handle.net/2345/626.
Повний текст джерелаOften educational researchers believe that the way to get teacher groups to improve their own teaching is to have them work in groups, share common assessments, look at the results, and choose the approach of the teacher who achieved the most success. Teachers, however, often resist this approach to identifying a "best practice" because it creates a competitive climate in which one teacher will be identified as the best. Conversations about teaching, when they do occur, thus often remain superficial. Teachers most often say to each other that they respect each other's approach; when they do disagree, they focus briefly on ideological differences and then move on to another topic before identifying the specific instructional techniques that work. This dynamic persists in all schools, but particularly in high performing schools in which most students are succeeding, teachers choose to avoid these difficult conversations and thus avoid close examination of their practices. This study examines a leadership project that strove to draw teachers into fruitful conversations about best practice by diminishing competitiveness within the group. Rather than asking them to compare student performance on common assessments, and identify the teacher whose students did the best, the Principal/Researcher focused teachers on the goal of establishing a common approach to teaching certain math topics. In order to find this common approach, teachers had to examine their practices very closely, adopting some new ones but keeping the ones that worked. Rather than the work of one teacher, the "best practice" that the group members chose was a synthesis of strong teaching methods from all members of the group
Thesis (EdD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education
Creek, Wendy. "It All Adds Up| Professional Development, Content Knowledge, and Self-Efficacy in Middle School Math Teachers." Thesis, Loyola Marymount University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10682850.
Повний текст джерелаThe math achievement of American students had been stagnant or falling since 2007, according to both national and international measures (NAEP, TIMSS, PISA). While the Common Core State Standards were partially a response to sinking levels of American math proficiency, those standards require a much greater depth of conceptual understanding of mathematics for teachers than previous standards, yet more than half of fifth- through eighth-grade math teachers are not certified to teach math. The federal government and school districts spend millions of dollars on teacher professional development, but little evidence shows what kind of professional development might be the most beneficial for math teachers. This study measured the impact of math content-based professional development on middle school math teachers. Findings suggest that the participating teachers’ content knowledge about ratios and proportional reasoning increased slightly during the study. Exit surveys indicated that the most recent PD session would have an impact on their teaching practice, although the impact would mostly be related to their pedagogy. However, there was little change in teachers’ self-efficacy toward teaching mathematics. As research indicates, content knowledge in math is connected to student achievement, the implication of which is that middle school math teachers can increase their content knowledge through professional development. Given that access to higher-level math courses is critical to college success, and the foundation for those higher-level math courses begins in middle school, it is imperative that all students and their teachers are supported to be successful in math.
West, Robert J. "Teacher Identity and Self-efficacy Development in an Alternative Licensure Program for Middle and High School Math and Science Teachers." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427381851.
Повний текст джерелаBrothers, Martha Sue. "The Experiences of Middle School Teachers with Integration of Digital Media into the Curriculum." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1879.
Повний текст джерелаIkenberry, Susan J. "Math, Class, and Katrina Aftermath: The Impact of Experiences Teaching Mathematics to Low-income Middle School Students on Middle-income Teachers’ Pedagogical Strategies." ScholarWorks@UNO, 2014. http://scholarworks.uno.edu/td/1925.
Повний текст джерелаSatyal, Neeraj Raj. "An Analysis of Fifth-Grade Teachers’ Mathematical Inputs on Eighth-Grade Students’ Mathematical Outputs." Digital Commons at Loyola Marymount University and Loyola Law School, 2015. https://digitalcommons.lmu.edu/etd/183.
Повний текст джерелаSessoms, Carolyn Jones. "Teachers' Perspectives: Face-to-Face and Computer-Based Instruction in Math." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2886.
Повний текст джерелаKane, Julie M. "Engaging Secondary Math Teachers in Breaking Down Barriers for English Learners." Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/950.
Повний текст джерелаKim, Jessika. "The effects of professional learning communities on middle school math teachers in developing curriculum, instruction, and assessments for common core." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10118914.
Повний текст джерелаThe world of education in the K–12 setting is constantly changing. The most recent shift in educational reform is the Common Core State Standards (CCSS). These new standards require students to think critically and demonstrate higher depths of knowledge. As a result, teachers are faced with the large task of realigning curriculum, instruction, and assessments to meet the new demands of Common Core. Unfortunately, with new standards and new expectations for assessments, teachers may feel overwhelmed and overextended. Professional Learning Communities (PLCs) offer a structure in which educators are able to collaborate and align content across grade levels. The six guiding principles outlined by DuFour, DuFour, and Eaker require PLC teams to state a shared vision, maintain a collaborative culture, collective inquiry, action orientation, commitment to continuous improvement, and result orientation. These principles, when combined with curriculum, instruction, and assessments, and the key elements of the CCSS provided the conceptual framework for this study. This study confirms when PLC structures are implemented with authenticity; individual members are better equipped to withstand the unpredictable changes in education.
This qualitative case study sought to better understand the manner in which PLC structures supported the development of curriculum, instruction, and assessments for 7th and 8th grade Common Core math. Through semi-structured interviews during the beginning and end of the first semester, multiple observations of PLC meetings, and document analysis, this study determined the following findings. First, this case study found that curriculum development for the Common Core Standards was supported as individual members built capacity between each other to redevelop new district-mandated textbooks. Second, instruction strategies for the new standards was maintained as PLC members demonstrated high levels of trust with each other in an effort to share individual shortcomings and challenges. Third, assessment development required teachers to reflect on both curriculum and instruction in an effort to promote student achievement. Finally, an unexpected finding of shared decision making was determined through participant interviews. Participants longed for greater autonomy within their PLC structures, and hoped to have greater input in the larger overarching decisions made school wide.
The implications of this study encourage educators in various school settings—urban, suburban, and rural—to continuously improve year after year through PLCs. Regardless of new reforms in education, PLC structures provide a stable environment for educators to professionally learn in their site communities. The recommendations for this qualitative case study include suggestions for policy, practice, and future research. For policy, district members and officials would be well advised to provide additional professional development days for all certificated staff on how to authentically implement PLC structures at school sites. For practice, the major themes of capacity building, trust, reflection, and shared decision making can guide PLC teams as they practice true collaboration through PLC structures. Once PLC structures are authentically implemented, curriculum development can begin, instructional strategies can be shared and improved, and assessments can be effectively aligned to new standards. For future research, it is recommended that the scope of study be expanded to include the K–12 grades as well as extend the study for multiple years. As educators and school sites continue to make greater meaning of the CCSS, the impact of PLC structures in relation to student achievement will improve. Therefore, additional research on the effectiveness of PLC structures in relation to curriculum, instruction, and assessments will be richer as Common Core continues to be implemented.
Mowen, Diana L. "Impacts of graduate student content specialists serving in middle school classrooms on teachers and graduate students." [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1227.
Повний текст джерелаWood, Christopher Neal. "Origin and Use of Pedagogical Content Knowledge: A Case Study of Three Math Teachers and Their Students." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2957.
Повний текст джерелаChung, Chih-Hung. "Investigating Teachers’ Backgrounds and Instructional Practices to Improve Mathematics Teacher Training Programs." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc799534/.
Повний текст джерелаHelm, Kerry L. "A descriptive study of northwest Ohio seventh grade math teachers' attitudes and strategy integration used to promote literacy in the classroom." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1120150309.
Повний текст джерелаStroter, Antionette Denise. "The Effects of Teacher-Student Racial and Ethnic Congruence on Student Math Learning." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/28180.
Повний текст джерелаPh. D.
Schaefer, Katherine A. "Measuring & Making Systems Change: Sensemaking of Teacher Leaders." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1616253866255772.
Повний текст джерелаRichmond, Daena J. "The relationship between teacher ratings on the Indiana Standards Tool for Alternate Reporting (ISTAR) : English/language arts/math assessment for students in grades 3 and 8." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1325993.
Повний текст джерелаOzgeldi, Meric. "Middle School Mathematics Teachers." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614448/index.pdf.
Повний текст джерелаuse of mathematics textbooks and examine their integration of tasks in the textbooks into teaching. The framework of a mixed methods research design guided data collection in this study. A questionnaire called the Use of Mathematics Textbooks Questionnaire was developed and validated to identify the ways teachers benefit from textbooks. The factor analysis revealed four dimensions, namely Reading Student Edition Textbook, Selecting Questions from Workbook, Reading Teacher Edition Textbook, and Selecting Tasks and Problems from Auxilary Books. The results of the study showed that teachers used the student edition textbook for mostly during class and for lesson preparation. Teachers also used the student edition textbook for explaining the topic and the introductory tasks. However, they rarely used it for selecting problems and examples. Teachers read the student edition textbook mostly during and prior to class
and mostly use it for topic explanation, but rarely for problems and examples. They stated that they frequently selected questions from the workbook that were not included in the textbook. However, they occasionally picked questions to use during lessons. They frequently used auxilary books to select questions similar to the ones in the high school entrance exam problems. In examining the process of teachers&rsquo
use of mathematics textbooks, it was argued that there were interpretive processes as teachers engage with and use textbooks. The analysis of interviews and observations showed that teachers read textbooks and select tasks and questions from those books. In their decisions about using tasks from textooks, teachers usually considered the nature of tasks and students&rsquo
characteristics.
Rodriguez, AnaGloria. "Comparing math self-efficacy in middle school girls." Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=3266.
Повний текст джерелаTitle from document title page. Document formatted into pages; contains vi, 61 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 43-46).
Noonan, Andrea. "Middle School Teachers' Technology Integration." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5916.
Повний текст джерелаCouch, Kathryn. "Math Teachers' Experiences Learning and Teaching Math." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2280.
Повний текст джерелаIlaslan, Serap. "Middle School Mathematics Teachers'." Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615681/index.pdf.
Повний текст джерелаproblems divided into three parts. These problems were problems arising from teachers, problems arising from students and problems arising from resources. The participants expressed challenges in teaching due to lack of materials, textbooks, and visualization ability of teachers, classroom size, and time. According to the findings, rotation was the most problematic issue. The participants claimed insufficient technological materials were the reason of this problem. Participants did not feel confidence enough to implement transformational geometry especially in rotation since they lacked adequate training and support. The participants claimed that the Ministry&rsquo
s support should be increased, concrete and technological materials should be sufficient in number, and the duration of transformational geometry lesson should be increased.
Wheeler, Anitra. "Middle School Teachers' Perceptions of Discipline." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374223954.
Повний текст джерелаDehn, Karalyn. "Relational aggression and middle school teachers' perceptions." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009dehnk.pdf.
Повний текст джерелаJames, M. Lovetta Wildemuth Barbara M. "Middle school teachers' understanding of technology integration." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2778.
Повний текст джерелаTitle from electronic title page (viewed Mar. 10, 2010). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Information and Library Science." Discipline: Information and Library Science; Department/School: Information and Library Science, School of.
Baker, Jane McEver. "Exploring technological literacy: Middle school teachers' perspectives." ScholarWorks, 2008. https://scholarworks.waldenu.edu/dissertations/651.
Повний текст джерелаWilliams, Brenielle. "Middle School Teachers' Perceptions About Reading Achievement." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5811.
Повний текст джерелаBryant, Dean Rochelle. "Middle School Teachers' Perceptions of Instructional Coaching." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6531.
Повний текст джерелаBrown, Sareta Valdez. "Middle School Teachers' Perspectives of Classroom Bullying." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/135.
Повний текст джерелаMilligan, Erika. "“Math Class is Tough”: The Role of Mindset in Middle School Girls’ and Boys’ Math Achievement." Ohio Dominican University Honors Theses / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=oduhonors1462203504.
Повний текст джерелаBornfield, Alva Jo Anne Gail. "A CBA model's effect on middle school students in math achievement." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185934.
Повний текст джерелаPemberton, Katie Jo. "Assessment for Feedback and Achievement Growth for Middle School Math Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5928.
Повний текст джерелаHUSS, JOHN A. "MIDDLE LEVEL TEACHERS AND THEIR ACCEPTANCE OF THE MIDDLE SCHOOL PHILOSOPHY." University of Cincinnati / OhioLINK, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=ucin974390765.
Повний текст джерелаBishop, Judith E. "Teacher supervision of preservice teachers : a naturalistic study of teachers' professional development /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7753.
Повний текст джерелаClaiborne, Roberts Kenya. "High School Math Teachers' Perspectives About Improving Teaching Constructed Response Questions." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2802.
Повний текст джерелаFord-Connors, Evelyn. "Examining middle school teachers' talk during vocabulary instruction." Thesis, Boston University, 2012. https://hdl.handle.net/2144/12385.
Повний текст джерелаThis study investigated the instructional talk of three math teachers from two urban middle schools as they implemented a curriculum designed to develop students' knowledge of academic vocabulary and encourage word use during classroom discussions. Data were drawn from audio- and video-recordings, classroom observations, and teacher interviews. Results revealed two predominant differences among teachers' instruction that seemed consequential for each classroom's discussion-based learning environment. First, teachers' instructional foci and the information about words they emphasized, whether definitional or contextual, were associated with differences in the kinds of talk generated about words and in the numbers of students who participated in discussions. Second, the ways in which teachers structured their discussions, as either knowledge display or knowledge building, shaped students' interactions with the content and with each other, while also determining the kinds of opportunities students had for target word use.
Bernard, Anand Mikel. "Curriculum Decisions and Reasoning of Middle School Teachers." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6488.
Повний текст джерелаZiegler, Cindy. "Middle School Mathematics Teachers' Perspectives on Instructional Practices." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3650.
Повний текст джерелаGrider-Mehaffey, Alice A. "Teacher attitudes of principal leadership practices : teachers hired by the principal vs. teachers inherited." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1272424.
Повний текст джерелаDepartment of Educational Leadership
Raver, Elizabeth. "The lived experience of math anxiety for female elementary school teachers." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3666122.
Повний текст джерелаThis study sought to better understand the phenomenon of Math anxiety as experienced by female elementary school teachers, teaching grades 2-5. Using qualitative research methods to collect and analyze data, ten participants were recruited for open-ended interviews designed to collect data in the form of verbatim statements. The analysis of this data resulted in qualitative descriptions of the lived experience of Math anxiety by focusing on what Math anxiety is and how it precipitates. In addition, a description of the meaning and essence of Math anxiety was constructed. Results of this study include teachers' descriptions of factors they associate with Math anxiety including frequently changing Mathematics curriculums, student and parental issues, mandatory statewide online Mathematical assessments, teacher evaluations that require statewide student Mathematical assessment scores and parental input, and budgetary decisions adversely affecting students and faculty. Participants described time restrictions, painful past memories, feelings of Mathematical inadequacy, and Mathematics/gender issues. In addition, participants described how Math anxiety may decrease with humor, greater Mathematical experience, and/or by understanding Mathematics on deeper levels due to the newly adopted Common Core Mathematical Standards. Up until the completion of this dissertation, the researcher has not been able to locate any studies describing the lived experience of Math anxiety in female elementary school teachers. Through the voices of the teachers themselves, it is hoped that this novel approach may increase the understanding of Math anxiety for educators, parents, students, administrators, and researchers.
Sullivan, Mariya Anne. "Factors underlying high school mathematics teachers' perceptions of challenging math tasks." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3584.
Повний текст джерелаSpencer-Chapman, Betty Jean. "An examination of changes in teachers' attitudes, teaching practice, and perceptions toward student achievement as a result of professional development in arts integration." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/2997.
Повний текст джерелаVita: p. 138. Thesis directors: Joan Packer Isenberg, Charles L. Thomas. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed July 2, 2008). Includes bibliographical references (p. 131-137). Also issued in print.
Weingartner, Judith A. "From teachers' perspective implementation of literacy materials in middle school science /." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3143.
Повний текст джерелаVita: p. 261. Thesis director: Elizabeth G. Sturtevant. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed July 8, 2008). Includes bibliographical references (p. 244-260). Also issued in print.
Calderhead, William J. "Effects of interspersed math problems on the task engagement of middle school students /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3113002.
Повний текст джерелаTypescript. Includes vita and abstract. Includes bibliographical references (leaves 81-86). Also available for download via the World Wide Web; free to University of Oregon users.
Bell, J. Gregory Dossey John A. "A history of mathematics class for middle school teachers." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9234458.
Повний текст джерелаTitle from title page screen, viewed January 19, 2006. Dissertation Committee: John A. Dossey (chair), Lynn H. Brown, Franklin G. Lewis, Albert D. Otto, Charles L. VanderEynden. Includes bibliographical references (leaves 644-648) and abstract. Also available in print.
Star, Rachel Padma. "Constructivist teaching practices middle and secondary school science teachers /." Cincinnati, Ohio : University of Cincinnati, 2005. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1123797028.
Повний текст джерелаTitle from electronic thesis title page (viewed Mar. 23, 2006). Includes abstract. Keywords: Constructivist Teaching Practices; Science Teachers. Includes bibliographical references.