東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Educators' Perspectives of How to Su...

Fordham-Knox, Shanerron O.,

FindBook

Google Book

Amazon

博客來

Educators' Perspectives of How to Support Mathematics Achievement of Grade 3 Through Grade 5 At-Risk Students /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Educators' Perspectives of How to Support Mathematics Achievement of Grade 3 Through Grade 5 At-Risk Students // Shanerron O Fordham-Knox.
作者:	Fordham-Knox, Shanerron O.,
面頁冊數:	1 electronic resource (193 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-08, Section: A.
Contained By:	Dissertations Abstracts International85-08A.
標題:	Mathematics education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30989095
ISBN:	9798381692204

Educators' Perspectives of How to Support Mathematics Achievement of Grade 3 Through Grade 5 At-Risk Students /
Fordham-Knox, Shanerron O.,

Educators' Perspectives of How to Support Mathematics Achievement of Grade 3 Through Grade 5 At-Risk Students /Shanerron O Fordham-Knox. - 1 electronic resource (193 pages)

Source: Dissertations Abstracts International, Volume: 85-08, Section: A.

The problem addressed in this study was that teachers are struggling to support the instructional needs of at-risk students Grades 3-5 in mathematics in a Southern state. The purpose of this basic qualitative study was to explore the perspectives of Grades 3-5 teachers of the instructional supports, approaches, and recommendations to support the mathematics achievement of at-risk students in Grades 3-5. Bruner's theory on the stages of representation informed this study. The research questions focused on Elementary teachers' perspectives and recommendations of instructional supports and approaches to support the mathematics achievement of at-risk students in Grades 3-5. Data were collected via semistructured interviews with 10 participants who met the criteria of (a) being certified educators with experience teaching mathematics in Grades 3-5, (b) having experience teaching mathematics to students who failed to meet the state mathematics proficiency assessment, and (c) having experience teaching mathematics to at-risk student populations. Data analysis involved using a Priori and open coding to identify codes, categories, and themes. The emergent themes were (a) using varied instructional approaches, strategies, and grouping, (b) knowing the student, and involving parents, (c) struggling with class size, supports, resources, and professional development, (PD), and (d) recommending additional resources including funding, time, staff, and professional development. The findings may inform stakeholders about the needs of Elementary teachers in the study state. The findings may inform stakeholders about the needs of Elementary teachers in the study state. With this knowledge, stakeholders may be able to provide the needed supports, resources and PD to strengthen mathematics instruction thereby potentially promoting student achievement and positive social change.

English

ISBN: 9798381692204Subjects--Topical Terms:

641129
Mathematics education.
Subjects--Index Terms:

Elementary teachers

Educators' Perspectives of How to Support Mathematics Achievement of Grade 3 Through Grade 5 At-Risk Students /
LDR:03343nmm a22004333i 4500 001 2433066
005 20250822095247.5
006 m o d
007 cr|nu||||||||
008 261011s2024 miu||||||m |||||||eng d
020 $a 9798381692204
035 $a (MiAaPQD)AAI30989095
035 $a AAI30989095
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Fordham-Knox, Shanerron O., $e author. $3 3822523
245 1 0 $a Educators' Perspectives of How to Support Mathematics Achievement of Grade 3 Through Grade 5 At-Risk Students / $c Shanerron O Fordham-Knox.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 1 electronic resource (193 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-08, Section: A.
500 $a Advisors: Walker, Cathryn Committee members: Theroux, Ryan.
502 $b Ed.D. $c Walden University $d 2024.
520 $a The problem addressed in this study was that teachers are struggling to support the instructional needs of at-risk students Grades 3-5 in mathematics in a Southern state. The purpose of this basic qualitative study was to explore the perspectives of Grades 3-5 teachers of the instructional supports, approaches, and recommendations to support the mathematics achievement of at-risk students in Grades 3-5. Bruner's theory on the stages of representation informed this study. The research questions focused on Elementary teachers' perspectives and recommendations of instructional supports and approaches to support the mathematics achievement of at-risk students in Grades 3-5. Data were collected via semistructured interviews with 10 participants who met the criteria of (a) being certified educators with experience teaching mathematics in Grades 3-5, (b) having experience teaching mathematics to students who failed to meet the state mathematics proficiency assessment, and (c) having experience teaching mathematics to at-risk student populations. Data analysis involved using a Priori and open coding to identify codes, categories, and themes. The emergent themes were (a) using varied instructional approaches, strategies, and grouping, (b) knowing the student, and involving parents, (c) struggling with class size, supports, resources, and professional development, (PD), and (d) recommending additional resources including funding, time, staff, and professional development. The findings may inform stakeholders about the needs of Elementary teachers in the study state. The findings may inform stakeholders about the needs of Elementary teachers in the study state. With this knowledge, stakeholders may be able to provide the needed supports, resources and PD to strengthen mathematics instruction thereby potentially promoting student achievement and positive social change.
546 $a English
590 $a School code: 0543
650 4 $a Mathematics education. $3 641129
650 4 $a Special education. $3 516693
650 4 $a Curriculum development. $3 684418
650 4 $a Teacher education. $3 3172312
653 $a Elementary teachers
653 $a Qualitative study
653 $a Teachers' perspectives
653 $a Professional development
690 $a 0280
690 $a 0529
690 $a 0530
690 $a 0727
710 2 $a Walden University. $b Education. $e degree granting institution. $3 3759032
720 1 $a Walker, Cathryn $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 85-08A.
790 $a 0543
791 $a Ed.D.
792 $a 2024
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30989095