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dc.contributor.advisorCaruthers, Loyce Ellenor, 1947-
dc.contributor.authorSutton, Chad
dc.date.issued2017
dc.date.submitted2017 Spring
dc.descriptionTitle from PDF of title page viewed June 7, 2017
dc.descriptionDissertation advisor: Loyce Caruthers
dc.descriptionVita
dc.descriptionIncludes bibliographical references (pages 213-225)
dc.descriptionThesis (Ed.D.)--School of Education. University of Missouri--Kansas City, 2017
dc.description.abstractThe purpose of this heuristic case study was to describe the professional development experiences of kindergarten to fifth grades teachers that participated on a mathematics action research team and represented five different elementary schools in a large suburban school district. The central question for this study was: How do teachers, who participate on a mathematics action research team, perceive their experiences with professional development? Data collection included personal narratives in the form of journal entries, individual teacher interviews, and a theoretical focus group interview. Teachers gained confidence and motivation as they witnessed their students develop confidence in themselves as mathematicians. Collaboration with other teachers was a critical element in the process of teachers transforming their instructional practices. Implications for leadership suggest that relevance of professional development is the foundation for supporting teachers in transforming their instructional practices.eng
dc.description.tableofcontentsIntroduction -- Literature review -- Methodology -- Findings -- Conclusions and recommendations -- Appendix A. Consent Form School District Approval -- Appendix B. Principal Participant Recruitment Form -- Appendix C. Teacher Recruitment Letter -- Appendix D. Teacher Participation Consent Form -- Appendix E. Teacher Journal Response Questions -- Appendix F. Teacher Interview Protocol -- Appendix G. Focus Group Protocol
dc.format.extentxi, 226 pages
dc.identifier.urihttps://hdl.handle.net/10355/60575
dc.publisherUniversity of Missouri--Kansas Cityeng
dc.subject.lcshElementary school teachers -- Attitudes
dc.subject.lcshElementary school teachers -- Training of
dc.subject.lcshEducation -- Mathematics
dc.subject.otherDissertation -- University of Missouri--Kansas City -- Education
dc.titleElementary Teacher Perceptions of Math Professional Development on Mathematics Instructioneng
dc.typeThesiseng
thesis.degree.disciplineEducation (UMKC)
thesis.degree.grantorUniversity of Missouri--Kansas City
thesis.degree.levelDoctoral
thesis.degree.nameEd.D.


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