dc.contributor.advisor | Brooks, Jeffrey S., 1970- | eng |
dc.contributor.author | Baker, Tim K. | eng |
dc.contributor.other | University of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2011 Dissertations | eng |
dc.date.issued | 2011 | eng |
dc.date.submitted | 2011 Spring | eng |
dc.description | Title from PDF of title page (University of Missouri--Columbia, viewed on October 22, 2012). | eng |
dc.description | The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. | eng |
dc.description | Dissertation advisor: Dr. Jeffrey S. Brooks | eng |
dc.description | Includes bibliographical references. | eng |
dc.description | Vita. | eng |
dc.description | Ed. D. University of Missouri--Columbia 2011. | eng |
dc.description | "May, 2011" | eng |
dc.description.abstract | [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] This case study analyzed participant interview data regarding teachers' perceptions of district and building level support during the implementation of a new mathematics curriculum in a midsized Midwestern school district. The district under analysis recently replaced, in part, a reform-oriented mathematics curriculum in favor of more traditional materials. The data collected from this study produced several themes including: (a) textbook selection, (b) professional development, (c) curriculum content and pedagogy, (d) instructional changes, and (e) consistency of textbook implementation. In particular, the data from the nine participants interviewed showed strong support for components identified in the conceptual framework, with additional themes emerging beyond the framework. Additionally, the study produced multiple conclusions, including: (a) the importance of teacher beliefs, (b) administrations role in the process, (c) contextual learning opportunities, and (d) learning focused on curriculum content and pedagogy. Recommendations for district and building administration were made as well as implications for additional research. Finally, a new proposed teacher support framework was developed based on conclusions that emerged from the data. | eng |
dc.format.extent | x, 184 pages | eng |
dc.identifier.oclc | 872563782 | eng |
dc.identifier.uri | https://doi.org/10.32469/10355/15825 | eng |
dc.identifier.uri | https://hdl.handle.net/10355/15825 | |
dc.language | English | eng |
dc.publisher | University of Missouri--Columbia | eng |
dc.relation.ispartofcommunity | University of Missouri--Columbia. Graduate School. Theses and Dissertations | eng |
dc.rights | Access is limited to the campuses of the University of Missouri. | eng |
dc.subject | curriculum reform | eng |
dc.subject | teacher beliefs | eng |
dc.subject | teacher support framework | eng |
dc.title | Mathematics reform in a midwestern district : a case study of mathematics curriculum change | eng |
dc.type | Thesis | eng |
thesis.degree.discipline | Educational leadership and policy analysis (MU) | eng |
thesis.degree.grantor | University of Missouri--Columbia | eng |
thesis.degree.level | Doctoral | eng |
thesis.degree.name | Ed. D. | eng |