Academic Performance: A Case Study of Mathematics and Science Educators from Rural Washington High Schools

Autor/in	Hancock, Tira K.
Titel	Academic Performance: A Case Study of Mathematics and Science Educators from Rural Washington High Schools
Quelle	(2009), (280 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Phoenix
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1096-6250-4
Schlagwörter	Hochschulschrift; Dissertation; High Schools; State Standards; Mathematics Achievement; Academic Achievement; Educational Change; Science Achievement; Change Strategies; Educational Strategies; Science Course Improvement Projects; Action Research; Case Studies; Developmental Studies Programs; Secondary School Teachers; Educational Improvement; Improvement Programs; Rural Schools; Washington + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; Oberschule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulleistung; Bildungsreform; Lösungsstrategie; Lehrstrategie; Projektforschung; Case study; Fallstudie; Case Study; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Teaching improvement; Unterrichtsentwicklung; Effizienzsteigerung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen
Abstract	A qualitative descriptive case study explored courses of action for educators and leaders of math and science educators to implement to help students achieve state assessment standard and postsecondary success. The problem focused on two demographically similar rural high schools in Southwest Washington that demonstrated inadequate rates of student achievement in mathematics and science. The research question investigated courses of action that may assist educators and leaders of secondary math and science educators to help students achieve WASL standards and postsecondary success in compliance with the "No Child Left Behind" (NCLB) Act of 2001. Senge's learning organization theory (1990, 2006) and Fullan's (2001) contributions to leading and learning in times of change provided the theoretical framework for the study. Twenty study participant responses analyzed with qualitative analysis software QSR NVivo 7 revealed six themes. Triangulation of responses with secondary data from WASL assessment scores and case study school assessment data identified 14 courses of action and three recommendations for educators and leaders of math and science educators to help students meet state standards and postsecondary success. Critical factors identified in the study as needed to assist educators to help students succeed included professional development, collaboration, teaching practices, funding, student accountability, and parental involvement. [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