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ERIC Number: ED546188
Record Type: Non-Journal
Publication Date: 2012
Pages: 165
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2676-0604-4
ISSN: N/A
A Case Study of Principal Engagement, Teachers' Self-Reflections, and Student Mathematics Achievement in a Title I School
Lemons, Chandra D.
ProQuest LLC, Ph.D. Dissertation, Mercer University
This single site qualitative study examined the issue of low student achievement in mathematics in the state of Georgia using data from the Criterion Referenced Competency Test (CRCT), the Georgia High School Graduation Test, SAT scores, ACT scores and scores from the National Assessment of Educational Progress (NAEP). The purpose of the study was to examine the extent to which principal engagement with teachers impacted how teachers self-reflect on their instructional practices to make changes that led to student achievement in mathematics. A case study analysis of a suburban, metropolitan Title I elementary school was used. One overarching and four supporting research questions guided the study: How do Title I schools increase mathematics achievement by actively engaging in conversations that lead to teacher self-reflection to impact changes in instructional practices? The supporting questions were: (a) how do principals actively engage teachers in conversations concerning instruction; (b) to what extent do teachers' conversations with principals lead to self-reflection on their instructional practices; (c) in what ways do teacher reflections guide instructional practices and (d) what types of conversations occur between principals and teachers that cause teachers to change their instructional practices. The researcher conducted five semi-structured, open-ended one-one one Interviews, one focus group interview and observed a professional learning community session. The participants included teachers and the principal of the school, in order to explore each perspective, and to understand the impact of teacher and principal engagement that leads to teacher reflection to increase achievement. Findings were generated through eight themes that were identified through data analysis: (a) feedback to teachers, (b) support for teachers, (c) student achievement, (d) honest dialogue, (e) teacher accountability, (f) reflective practice, (g) collaborative conversations, and (h) formal one-on-one conversations. The results of the study indicate that conversations between teachers and the principal do lead to teacher reflection resulting in teachers making changes in their instructional practices. The study concluded that conversations between principals and teachers must be honest where teachers are accountable for student achievement, and students in all communities must be taught at the highest level in order for achievement to occur. [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: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia
Identifiers - Assessments and Surveys: ACT Assessment; Georgia Criterion Referenced Tests; Georgia High School Graduation Tests; National Assessment of Educational Progress; SAT (College Admission Test)