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The impact of a teacher enhancement program on 7th through 12th grade mathematics instruction with regard to curriculum, technology, and assessment
DISSERTATION

, Ohio University, United States

Ohio University . Awarded

Abstract

The purpose of this study is to describe the impact of an inservice project on middle and secondary school mathematics instruction with regard to curriculum, technology, and assessment based on the teachers' perceptions. Twenty-eight teachers from eight school districts in southeastern of Ohio participated in the project to improve their instruction according to NCTM recommendations. Twenty-four out of the 28 teachers participated in this study in some aspect. The investigator used surveys, technology inventories, interviews, and lesson plans and activities to collect the data, and used a theme analysis approach to analyze the data.

The results for the first question, which focuses on the project's impact on curriculum decisions, show that teachers used more cooperative learning, challenging activities, real-life applications, connections, new resources, and critical thinking. Both teachers and students developed more positive attitudes towards the non-traditional activities. Teachers felt that large class size, preparation for the Ohio Proficiency Test, and insufficient class time were obstacles to using non-traditional activities. Teachers employed accommodation of different learning styles, real-life applications, cooperative learning opportunities, connections to science, and technology components as new criteria for selecting textbooks.

The results of the second question, which concentrates on the project's impact on the use of technology, show that teachers used more non-traditional methods of teaching with graphics calculators and CBL. Teachers and students developed more positive attitudes towards using technology. Teachers felt that insufficient funding, lack of TI-92 skills, and insufficient class time were obstacles to using technology. Teachers felt that the project fostered interaction regarding using technology.

The results of the third question, which probes the project's impact on assessment practices, show that teachers used more rubrics, open-ended questions, questioning techniques, and student projects. Both teachers and students developed more positive attitudes towards non-traditional assessments. Teachers felt that large class size, preparation for the Ohio Proficiency Test, and insufficient time were obstacles to using non-traditional assessments.

Citation

Almekbel, A.S.M. The impact of a teacher enhancement program on 7th through 12th grade mathematics instruction with regard to curriculum, technology, and assessment. Ph.D. thesis, Ohio University. Retrieved April 19, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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