NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED522715
Record Type: Non-Journal
Publication Date: 2010
Pages: 123
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1242-3301-7
ISSN: N/A
The Effects of Extended Time and Teacher Professional Development on Student Mathematics Performance
Gould, Kenneth Brett
ProQuest LLC, Ph.D. Dissertation, Illinois State University
This study researched a popularly used mathematics intervention, an extended time algebra class, and associated teacher professional development, to determine the effectiveness of this intervention on improving student mathematics performance. The study investigated whether providing additional time in class to struggling students along with providing professional development to teachers assigned to teach an extended time algebra class contributed to an improvement in student learning and improved performance on standardized examinations. This study used a concurrent mixed methods design, using both qualitative inquiry and quantitative analysis, to explore and explain each of the four research questions. Specifically, the study addressed the following questions: (1) Does additional time in an extended algebra class improve student mastery of mathematics standards as measured on standardized achievement tests? (2) Do teachers of the extended algebra class perceive the professional development provided to them as effective in changing their classroom instruction? (3) Do teachers of the extended algebra class perceive the professional development provided to them as effective in improving classroom instruction? (4) Do teachers of the extended algebra class perceive additional class time as a positive factor in contributing to improved student academic performance in algebra? Descriptive statistics were used to determine student academic achievement in the extended algebra and standard algebra classes. A pre- and post-test in mathematics was administered to students enrolled in an extended algebra class, the intervention group, and a standard algebra class, the control group. Mean scores for each group were analyzed and compared. The mean growth scores from the pre- to the post-test determined the amount of academic achievement in both the extended algebra class and the traditional algebra class. A weekly summary report and an end of the year focus group session provided information used to explain the perceptions and observations of the classroom teachers. Teachers completed a weekly summary report identifying and discussing the activities they implemented in their class during the week. Responses from the weekly summary reports and the focus group session were compiled and categorized into one of four categories matching the four research questions. Each category was then analyzed for common themes and patterns. The results of this study revealed that students in the intervention group, extended algebra, showed a larger gain in mathematics achievement as measured by the standardized pre- and post-test assessment. Students in the extended algebra class increased on average 1.46 score points as compared to students in the standard algebra class. Teachers reported that additional time in the extended algebra class improved student mastery of the material and that the professional development training they received in preparation for teaching the extended algebra class both changed and improved their classroom instruction. Teachers noted that the additional time in class and the professional development training allowed for the use of more classroom activities and peer learning opportunities, more engaging lessons, improved student participation in class, and an increase in the opportunities for students to receive individual attention and to practice major mathematical themes and concepts. Teachers also reported that the intervention of extended time and teacher professional development increased student learning in their class. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A