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The Use of Learning Trajectory Based...

Myers, Marrielle.

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The Use of Learning Trajectory Based Instruction (LTBI) in Supporting Equitable Teaching Practices in Elementary Classrooms: A Multi-Case Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Use of Learning Trajectory Based Instruction (LTBI) in Supporting Equitable Teaching Practices in Elementary Classrooms: A Multi-Case Study./
Author:	Myers, Marrielle.
Description:	288 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.
Contained By:	Dissertation Abstracts International76-05A(E).
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3647665
ISBN:	9781321414158

The Use of Learning Trajectory Based Instruction (LTBI) in Supporting Equitable Teaching Practices in Elementary Classrooms: A Multi-Case Study.
Myers, Marrielle.

The Use of Learning Trajectory Based Instruction (LTBI) in Supporting Equitable Teaching Practices in Elementary Classrooms: A Multi-Case Study. - 288 p.

Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.

Thesis (Ph.D.)--North Carolina State University, 2014.

Learning trajectories (LTs) are gaining prominence in mathematics education as an empirically validated tool that details students' mathematical growth and development over time. Research on LTs has occurred along three fronts: a) the development and validation of LTs across different mathematical domains; b) the ways in which LTs can be useful in assessment and curriculum development; and c) how LTs can be useful in instruction. While early research in each of these areas is promising, the academic field is just beginning to understand the ways in which teachers use LTs in instruction. Additionally, very little is known about how teachers' uses of LTs in instruction support or hinder equitable instruction. Therefore, this study fills a critical gap and explores how teachers' uses of LTs in their instruction supported four dimensions of equity: access, achievement, identity, and power (Gutierrez, 2007).

ISBN: 9781321414158Subjects--Topical Terms:

641129
Mathematics education.

The Use of Learning Trajectory Based Instruction (LTBI) in Supporting Equitable Teaching Practices in Elementary Classrooms: A Multi-Case Study.
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245 1 4 $a The Use of Learning Trajectory Based Instruction (LTBI) in Supporting Equitable Teaching Practices in Elementary Classrooms: A Multi-Case Study.
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500 $a Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.
500 $a Adviser: Paola Sztajn.
502 $a Thesis (Ph.D.)--North Carolina State University, 2014.
520 $a Learning trajectories (LTs) are gaining prominence in mathematics education as an empirically validated tool that details students' mathematical growth and development over time. Research on LTs has occurred along three fronts: a) the development and validation of LTs across different mathematical domains; b) the ways in which LTs can be useful in assessment and curriculum development; and c) how LTs can be useful in instruction. While early research in each of these areas is promising, the academic field is just beginning to understand the ways in which teachers use LTs in instruction. Additionally, very little is known about how teachers' uses of LTs in instruction support or hinder equitable instruction. Therefore, this study fills a critical gap and explores how teachers' uses of LTs in their instruction supported four dimensions of equity: access, achievement, identity, and power (Gutierrez, 2007).
520 $a The four teachers that participated in this study were each a part of the Learning Trajectory Based Instruction (LTBI) Project, which explored the ways in which teachers use LTs in instruction. This multi-case study explored the potential benefits of LTs and the LTBI model in relation to equitable instruction. Specifically, a theoretical framework was articulated from the literature that posited the ways in which LTBI might support equitable instructional practices. This framework was then empirically tested using a series of interviews and classroom observations. Ongoing and retrospective data analysis led to a revised LTBI Equity framework. Results showed that the LTBI model can support many aspects of equity along the dominant axis and fewer along the critical axis. These results suggest that while LTs and LTBI are useful constructs for enacting some elements of equitable instruction, they are insufficient alone. Additionally, for teachers with strong deficit perspectives, LTs and LTBI could be misused and create further inequities.
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