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Conceptualizing change in teaching and learning through structural equation modeling

Schaal, Mary J. (2010) Conceptualizing change in teaching and learning through structural equation modeling. Doctoral thesis, Northern Arizona University.


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Quality mathematics teaching that results in student learning is considered critical to heighten American competitiveness. Evaluation for verification of results of promising approaches in mathematics education is equally important for the achievement of this goal. In this study, data were reanalyzed from a study conducted by George, Hall, and Uchiyama (2000), documenting a highly-successful district-wide change in mathematics teaching and learning in a manner closely aligned with National Council of Teachers of Mathematics standards (1989). Well-specified data were collected using the Concerns-Based Adoption Model (Hall & Hord, 2006). In this correlational, causal-comparative dissertation study, data were re-analyzed using first- and second-generation latent structural equation modeling approaches, providing insight into relationships among student outcomes and instructional quality in grades 2-8 classrooms with respect to levels of implementation behavior and fidelity of implementation of constructivist approaches to teaching mathematics. Second-generation structural equation models provided a lens through which to view dynamics of change. A model associates quality of instruction with student achievement, along with recommendations for future research.

Item Type: Thesis (Doctoral)
Keywords: Mathematics teaching; constructivist math curriculum;
Subjects: L Education > LB Theory and practice of education
Department/Unit: Graduate College > Theses and Dissertations
College of Education > Educational Leadership
Date Deposited: 21 Apr 2016 16:22
URI: http://openknowledge.nau.edu/id/eprint/2893

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