東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

A Case Study of Four Teachers' Exper...

Lein Authement, Melissa M.

Linked to FindBook

Google Book

Amazon

博客來

A Case Study of Four Teachers' Experiences While Implementing the Latest Version of the Eureka Math Curriculum in the State of Louisiana.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Case Study of Four Teachers' Experiences While Implementing the Latest Version of the Eureka Math Curriculum in the State of Louisiana./
Author:	Lein Authement, Melissa M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	123 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-12, Section: A.
Contained By:	Dissertations Abstracts International83-12A.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29167027
ISBN:	9798819378373

A Case Study of Four Teachers' Experiences While Implementing the Latest Version of the Eureka Math Curriculum in the State of Louisiana.
Lein Authement, Melissa M.

A Case Study of Four Teachers' Experiences While Implementing the Latest Version of the Eureka Math Curriculum in the State of Louisiana. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 123 p.

Source: Dissertations Abstracts International, Volume: 83-12, Section: A.

Thesis (Ed.D.)--Baylor University, 2022.

The Louisiana Department of Education (LDOE) develops all mathematic standards and curricula in Louisiana. Once approved, these items become the officially mandated curricula that each school must teach. LDOE is also responsible for the flow down of the official curricula to each school system, plus providing the appropriate amount of training to the math teachers to effectively implement the new curricula. For example, in 2017, a statewide assessment provided information on student mathematical proficiency. Based on the poor results, and improved mandated set of standards and curricula, LDOE launched a rubric of approved research-based curricula required for low performing schools. One of the curriculum options was Eureka Math Curriculum.In response to the LDOE Curriculum mandates St. Tammany Parish Public Schools (STPPS) decided in 2020 to implement the same required LDOE curriculum to all schools in the district no matter their performance. This change in curriculum culminated in the third curriculum between 2017-2020 change for most math teachers in the district. This study focused on the experiences of selected math teachers charged with implementing the Eureka Math curriculum into the STPPS. The data collected consisted of structured questionnaires and semi-structured interviews with four fourth and fifth- grade teachers school system.Hargreaves (1998) Changing Teachers, Changing Times framed this study. Using Hargreaves's (1998) framework for the study, the researcher identified four obstacles teachers faced implementing a mandated curriculum. Finally, the researcher concludes with recommendations for best practices when implementing any mandated math curriculum.The researcher identified Eureka Math as the teachers' primary change element to implement curricula changes. Using Hargreaves's (1998) outline, the researcher identified four obstacles to overcome and offered three solutions towards the successful implementation of Eureka Math. The obstacles included: pacing and planning, lack of resources, need for increased support, and teacher autonomy. This study identifies three best practices for successfully implementing the challenging Eureka Math: increased support, leniency on the scope and sequence of curricula implementation, and a new requirement for focused and tailored instruction sessions for each level of math teachers.

ISBN: 9798819378373Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Autonomy

A Case Study of Four Teachers' Experiences While Implementing the Latest Version of the Eureka Math Curriculum in the State of Louisiana.
LDR:03643nmm a2200433 4500 001 2400930
005 20241007100308.5
006 m o d
007 cr#unu||||||||
008 251215s2022 ||||||||||||||||| ||eng d
020 $a 9798819378373
035 $a (MiAaPQ)AAI29167027
035 $a AAI29167027
035 $a 2400930
040 $a MiAaPQ $c MiAaPQ
100 1 $a Lein Authement, Melissa M. $3 3770993
245 1 2 $a A Case Study of Four Teachers' Experiences While Implementing the Latest Version of the Eureka Math Curriculum in the State of Louisiana.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2022
300 $a 123 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-12, Section: A.
500 $a Advisor: Pratt, Sarah Smitherman.
502 $a Thesis (Ed.D.)--Baylor University, 2022.
520 $a The Louisiana Department of Education (LDOE) develops all mathematic standards and curricula in Louisiana. Once approved, these items become the officially mandated curricula that each school must teach. LDOE is also responsible for the flow down of the official curricula to each school system, plus providing the appropriate amount of training to the math teachers to effectively implement the new curricula. For example, in 2017, a statewide assessment provided information on student mathematical proficiency. Based on the poor results, and improved mandated set of standards and curricula, LDOE launched a rubric of approved research-based curricula required for low performing schools. One of the curriculum options was Eureka Math Curriculum.In response to the LDOE Curriculum mandates St. Tammany Parish Public Schools (STPPS) decided in 2020 to implement the same required LDOE curriculum to all schools in the district no matter their performance. This change in curriculum culminated in the third curriculum between 2017-2020 change for most math teachers in the district. This study focused on the experiences of selected math teachers charged with implementing the Eureka Math curriculum into the STPPS. The data collected consisted of structured questionnaires and semi-structured interviews with four fourth and fifth- grade teachers school system.Hargreaves (1998) Changing Teachers, Changing Times framed this study. Using Hargreaves's (1998) framework for the study, the researcher identified four obstacles teachers faced implementing a mandated curriculum. Finally, the researcher concludes with recommendations for best practices when implementing any mandated math curriculum.The researcher identified Eureka Math as the teachers' primary change element to implement curricula changes. Using Hargreaves's (1998) outline, the researcher identified four obstacles to overcome and offered three solutions towards the successful implementation of Eureka Math. The obstacles included: pacing and planning, lack of resources, need for increased support, and teacher autonomy. This study identifies three best practices for successfully implementing the challenging Eureka Math: increased support, leniency on the scope and sequence of curricula implementation, and a new requirement for focused and tailored instruction sessions for each level of math teachers.
590 $a School code: 0014.
650 4 $a Education. $3 516579
650 4 $a Mathematics education. $3 641129
650 4 $a Education policy. $3 2191387
650 4 $a Educational psychology. $3 517650
650 4 $a Instructional design. $3 3172279
653 $a Autonomy
653 $a Curriculum
653 $a Eureka Math
653 $a Mandated
653 $a Math
653 $a Teacher
690 $a 0515
690 $a 0525
690 $a 0458
690 $a 0447
690 $a 0280
710 2 $a Baylor University. $b Education. $3 1023846
773 0 $t Dissertations Abstracts International $g 83-12A.
790 $a 0014
791 $a Ed.D.
792 $a 2022
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29167027