A Study of Elementary Mathematics Teachers' Knowledge of Equity

Autor/in	Jackson, Christa D.
Titel	A Study of Elementary Mathematics Teachers' Knowledge of Equity
Quelle	(2010), (288 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Missouri - Columbia
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1244-8180-7
Schlagwörter	Hochschulschrift; Dissertation; African American Students; Teacher Effectiveness; Teacher Characteristics; Mathematics Teachers; Classroom Environment; Mathematics Instruction; Teaching Methods; Interviews; Observation; Video Technology; Equal Education; Pedagogical Content Knowledge; Beliefs; Teacher Attitudes; Culturally Relevant Education; Elementary School Teachers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Klassenklima; Unterrichtsklima; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Beobachtung; Pädagogische Kompetenz; Belief; Glaube; Lehrerverhalten; Elementary school; Grundschule; Volksschule
Abstract	Currently, mathematics instruction in U.S. classrooms is far from achieving equity for African American students. Establishing an equitable classroom environment that results in student learning for African Americans requires specialized teacher knowledge, productive dispositions and beliefs, and effective teaching practices. The study reports on 13 elementary mathematics teachers' knowledge of equity related specifically to teaching mathematics to African American students. Teachers' knowledge of equity in teaching was examined using interview data and videotaped classroom observations based on the three components of the Knowledge of Equity in Teaching Framework: (1) knowledge of equity issues; (2) beliefs; and (3) knowledge of equity pedagogy. The participants in this study demonstrated a specific knowledge related to equity in teaching mathematics to African American students. The results of this study revealed that the components of the Knowledge of Equity in Teaching Framework influence each other. Implications for research and practice are discussed and recommendations for future research are suggested. [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