A Critical Analysis of Teachers' Perceptions of Relevant Factors in Mathematics Professional Development

Autor/in	Cain, Judith S.
Titel	A Critical Analysis of Teachers' Perceptions of Relevant Factors in Mathematics Professional Development
Quelle	(2010), (200 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Louisiana at Lafayette
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1245-0127-7
Schlagwörter	Hochschulschrift; Dissertation; Federal Legislation; Educational Change; Teaching Methods; Focus Groups; Teacher Surveys; Teacher Improvement; Educational Needs; Teacher Attitudes; Mathematics Instruction; Educational Policy; Teacher Effectiveness; Inservice Teacher Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Bundesrecht; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Educational need; Bildungsbedarf; Lehrerverhalten; Mathematics lessons; Mathematikunterricht; Politics of education; Bildungspolitik; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerfortbildung
Abstract	The combination of the recent push for reform-based teaching and federal legislation has placed a renewed emphasis on professional development across all content areas. The development of content standards and the No Child Left Behind Act have created new expectations for students to achieve, as well as for teachers to utilize better teaching techniques. Research shows the goals of professional development must include developing teachers with the necessary skills to continually access new knowledge about student learning and innovative teaching strategies. This professional development should be ongoing and include best practices, which have shown to increase student achievement. It will help to improve teacher instructional capacity, which will assure high quality teaching. The purpose of this research was to study teachers' perceptions of relevant practices in mathematics needed in professional development as an avenue to enhance overall teacher quality in math. These perceptions were acquired through a survey and a focus group, and were analyzed quantitatively and qualitatively in order to find major themes in the responses. [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.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10