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ERIC Number: ED516788
Record Type: Non-Journal
Publication Date: 2010
Pages: 116
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1097-5599-2
Leadership Implications for Professional Development to Address Mathematics Education
Morgan, Heloise Ursula Hayden
ProQuest LLC, Ed.D. Dissertation, Southeastern Louisiana University
There are several factors that have prompted the call for reform in mathematics education (National Council of Teachers of Mathematics [NCTM], 2007). National and international assessments have produced evidence that, on average, students in the United States lack mathematical knowledge and skills (U.S. Department of Education, 2008, n.d.). In addition, there is a growing need for a mathematically literate workforce due to the changes in the technology-based global community (NCTM, 2000). The calls for reform are a way of alerting communities to the existing deficiency and possible remedies to the situation (NCTM, 2007). The National Council of Teachers of Mathematics has provided guidance to mathematics reform through the publication of documents such as "Principles and Standards for School Mathematics", which articulates the ideals, processes, and content that should be emphasized in Pre-K-12th grade classrooms and programs (Van de Walle, Karp, & Bay-Williams, 2010). To be even more specific, NCTM published "Mathematics Teaching Today" which outlines The Standards for Teaching and Learning Mathematics. However, the degree to which these reform efforts affect students has depended on local instructional leaders (Leithwood, Louis, Anderson, & Wahlstrom, 2004). The Standards for Educational Leaders in Louisiana provide instructional leaders with clear direction for creating an environment that promotes student achievement (Louisiana Department of Education, n.d.). Standard 5 states that instructional leaders should plan and implement professional development activities that improve teaching and learning. To plan effective professional development, instructional leaders should identify the specific needs that exist based on data (U. S. Department of Education, 2005). However, few instruments have been designed to establish the pedagogical needs of mathematics teachers. For this study, the researcher used Louisiana's Components of Effective Teaching, "Principles and Standards for School" Mathematics, and the Standards for Teaching and Learning Mathematics from "Mathematics Teaching Today" to construct an instrument designed to measure mathematics teachers' value, knowledge, and comfort levels with respect to pedagogical strategies advocated by mathematics reform. The researcher then collected data from Pre-K-12 mathematics teachers in a southeastern Louisiana school district. The analysis of the data was used by the researcher to determine leadership implications for professional development to address mathematics education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States