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The effects of elementary department...

Taylor-Buckner, Nicole C.

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The effects of elementary departmentalization on mathematics proficiency.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The effects of elementary departmentalization on mathematics proficiency./
Author:	Taylor-Buckner, Nicole C.
Description:	126 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
Subject:	Education, Mathematics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3620008
ISBN:	9781303896804

The effects of elementary departmentalization on mathematics proficiency.
Taylor-Buckner, Nicole C.

The effects of elementary departmentalization on mathematics proficiency. - 126 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

Thesis (Ph.D.)--Columbia University, 2014.

Mathematics education in the elementary schools has experienced many changes in recent decades. With the curriculum becoming more complex as a result of each modification, immense pressure has been put on schools to increase student proficiency. The Common Core State Standards is the latest example of this. These revisions to the mathematics curriculum require a comprehensive understanding of mathematics that the typical elementary teacher lacks. Some elementary schools have begun changing the organization of their classrooms from self-contained to departmentalized as a possible solution to this problem.

ISBN: 9781303896804Subjects--Topical Terms:

1017588
Education, Mathematics.

The effects of elementary departmentalization on mathematics proficiency.
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020 $a 9781303896804
035 $a (MiAaPQ)AAI3620008
035 $a AAI3620008
040 $a MiAaPQ $c MiAaPQ
100 1 $a Taylor-Buckner, Nicole C. $3 2101815
245 1 4 $a The effects of elementary departmentalization on mathematics proficiency.
300 $a 126 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
500 $a Adviser: Erica N. Walker.
502 $a Thesis (Ph.D.)--Columbia University, 2014.
520 $a Mathematics education in the elementary schools has experienced many changes in recent decades. With the curriculum becoming more complex as a result of each modification, immense pressure has been put on schools to increase student proficiency. The Common Core State Standards is the latest example of this. These revisions to the mathematics curriculum require a comprehensive understanding of mathematics that the typical elementary teacher lacks. Some elementary schools have begun changing the organization of their classrooms from self-contained to departmentalized as a possible solution to this problem.
520 $a The purpose of this quantitative study was to examine the effects of elementary departmentalization on student mathematics proficiency. This was done by exploring and comparing the background and educational characteristics, teaching practices, assessment methods, beliefs, and influence of departmentalized elementary mathematics teachers. The study also investigated the circumstances under which there are significant differences in mathematics proficiency between departmentalized and non-departmentalized elementary students, and examined if these differences continued into students' eighth-grade years and/or led to higher level eighth-grade mathematics course attainment. Additionally, the study aimed to determine if there was a relationship between elementary departmentalization and mathematics proficiency and also to identify additional factors that could lead to mathematics proficiency.
520 $a Data came from the U.S. Department of Education's Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) data set. The ECLS-K is a national data set that followed the same children from kindergarten to eighth grade focusing on their school experiences from 1998 to 2007. Numerous statistical analyses were conducted on this rich data set, utilizing the statistical software Stata 13 and R.
520 $a The results of this study indicate that there is a significant difference in the mathematics proficiency of departmentalized and non-departmentalized students when teachers have below-average mathematics backgrounds. The students of the mathematically below-average departmentalized teachers displayed the highest mathematics proficiency as well as the biggest gain in mathematics proficiency, and these higher proficiencies and gains continued into later grade levels. However, when exploring differences in mathematics proficiency among all students, there were no conclusive differences between departmentalized and non-departmentalized students.
520 $a Regression models yielded inconclusive results as well, even after controlling for factors pertaining to classroom size, student demographics and socioeconomic status, student confidence, parental background, teacher knowledge and instructional practices, and prior student mathematical proficiency. Other findings include self-contained and departmentalized third-grade teachers being very similar in their educational backgrounds and teaching practices, whereas departmentalized and non-departmentalized fifth-grade teachers were found to be fairly different in their educational backgrounds and instructional practices. However, in both grade levels, self-contained teachers appeared to be more reliant on printed materials than departmentalized teachers.
590 $a School code: 0054.
650 4 $a Education, Mathematics. $3 1017588
650 4 $a Education, Policy. $3 1669130
650 4 $a Education, Elementary. $3 516171
690 $a 0280
690 $a 0458
690 $a 0524
710 2 $a Columbia University. $b TC: Mathematics Education. $3 1683524
773 0 $t Dissertation Abstracts International $g 75-08A(E).
790 $a 0054
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3620008