Date of Conferral

2021

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Evelyn Ogden

Abstract

Synergizing Elementary School (pseudonym) consistently experiences low state-required mathematics test scores in grades 3 and 4 below district and state proficiency rates in mathematics. The purpose of this qualitative case study was to investigate what instructional practices used by Grade 3 and Grade 4 teachers are, aligned or not aligned, with research-based planning, standards-based instruction, attention to conditions of learning, and professional responsibilities of teachers to support students’ achievement in mathematics. This study's conceptual framework was grounded in Robert Marzano's model of teaching effectiveness called the focus teacher evaluation model. Data for this case study were gathered from semi-structured interviews from two third and two fourth grade mathematics teachers. Data were transcribed, organized, coded, and analyzed for themes and alignment with Marzano’s model of teaching effectiveness. Based on the analysis, I concluded that teachers at Synergizing Elementary School use many different instructional strategies that are not equating to an increase in student mathematics academic achievement. The themes that emerged from the interviews were different resources used, ineffective use of formative assessments, inability to teach to mastery, and more professional development opportunities needed on mathematics instruction. A 3-day professional development training was developed to provide the teachers with the purposes, processes, and strategies needed to effectively and consistently implement the research-based Engage New York mathematics curriculum effectively and consistently. The professional development workshop includes the framework of research-based mathematics practices. Results from this study may have implications for positive social change among teachers by addressing effective instructional mathematics practices to enhance student learning.

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