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ERIC Number: ED569640
Record Type: Non-Journal
Publication Date: 2014
Pages: 150
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3039-2789-8
ISSN: N/A
An Action Research of Teachers' Perceptions and Attitudes of Professional Development: Integrating Music into Mathematics
Ladipo, Josephine L.
ProQuest LLC, D.Ed. Dissertation, Capella University
This study focused on improving teaching through professional development. Identifying and designing teacher-based innovative professional development (integrating music into mathematics) resulted in an improved mathematical concept at Jaclyn Public School (a pseudonym). The target population for this action research study is drawn from an Elementary School situated in a low-SES neighborhood therefore it is entitled to Title I funds. The population in this study is K-3 general education teachers during the 2012-2013 school years in Texas. The sample was 25 math teachers who are currently teaching at the school that consists of a student population 85% Hispanic, 10% African American, and 5% other. Teachers discussed their perceptions of professional development training and factors that influence professional development. This action research using qualitative data was used to collect data based on pre-intervention/post-intervention focus group interviews, teacher observations, and teacher journals. The instrument used in this study was an interview guide (four pre-intervention questions and six post intervention questions) to elicit teachers' perceptions, attitudes, and levels of knowledge, experiences, and confidence about integrating music into mathematics. These insights put forward a genuine need for innovations into teaching and learning strategies. This study introduced teachers to innovative ideas and new knowledge in teaching. Therefore, it may help future classroom teachers as to how to integrate music into mathematics to improve student learning. The findings could assist administrators, professional development coordinators, and central office staff to design relevant professional development. Yet, the ultimate goal was to share teachers' perceptions and suggestions regarding music integration in the hope of improving mathematical instruction and student learning. The findings of this action research using qualitative data revealed that conducting quality professional development through teacher collaboration is necessary to empower educators that would lead to improved student learning and organization climate. The data also revealed that teachers gained the skills, knowledge, ability, and high confidence to integrate music into math to stay abreast of current issues in education that can improve student learning. [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: Texas