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Fostering effective mathematics teaching

Descriptive

TypeOfResource
Text
TitleInfo (ID = T-1)
Title
Fostering effective mathematics teaching
SubTitle
professional coaching and teachers' instructional practices and beliefs
Identifier
ETD_2340
Identifier (type = hdl)
http://hdl.rutgers.edu/1782.2/rucore10001500001.ETD.000052897
Language
LanguageTerm (authority = ISO639-2); (type = code)
English
Genre (authority = marcgt)
theses
Subject (ID = SBJ-1); (authority = RUETD)
Topic
Mathematics Education
Subject (ID = SBJ-2); (authority = ETD-LCSH)
Topic
Teachers--Training of--United States
Subject (ID = SBJ-3); (authority = ETD-LCSH)
Topic
Mathematics--Study and teaching--United States
Subject (ID = SBJ-4); (authority = ETD-LCSH)
Topic
Teaching teams--United States
Subject (ID = SBJ-5); (authority = ETD-LCSH)
Topic
Teachers--Pyschology
Abstract
Two decades ago the National Council of Teachers of Mathematics challenged the mathematics education community to promulgate a comprehensive set of learning goals for K-12 students that would guide mathematics curriculum, teaching, and assessment for the future. One consequence was an emphasis on professional development of teachers. Accordingly, in 2003, New York Cityʼs public schools started a math coaching program, whereby math education experts worked closely with math teachers for an extended period of time in the teachersʼ schools. This program became an opportunity for important research regarding the effectiveness of coaching This study describes the collaboration between one coach and one teacher in the implementation of the coaching system. The researcher observed and videotaped a lesson and the subsequent debriefing between the teacher and coach; and interviewed the teacher, coach, and principal. The benefit to the classroom teacher was supported by analysis of the data. The teacher reported that, for the first time, math was “fun,” she was more confident, and more class time was devoted to mathematics. The teacher paid closer attention to student work, reflected on her own practice, grouped students more beneficially, encouraged them to interact, and to make their thinking public. She did not view answers as just right or wrong, but rather as part of a process of making sense of ideas. The data suggest: 1. The teacher reported that some of her beliefs about math teaching had changed due to the coaching process. 2. Teacher practices mirrored teacher beliefs. There are signs that the coaching is influencing the teacherʼs practice. 3. The coach helped the teacher learn mathematics and pay attention to the math learning of her students. 4. The teacher is in a state of transition in many of her emerging beliefs, suggesting that some of them are fragile. While results of the study are promising, further research is recommended to examine long term effects of coaching with more teachers and coaches over several cycles.
PhysicalDescription
Form (authority = gmd)
electronic resource
Extent
ix, 244 p. : ill.
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application/pdf
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text/xml
Note (type = degree)
Ed.D.
Note
Includes abstract
Note (type = bibliography)
Includes bibliogrqphical references
Note (type = statement of responsibility)
by James A. Neuberger
Name (ID = NAME-1); (type = personal)
NamePart (type = family)
Neuberger
NamePart (type = given)
James A.
NamePart (type = date)
1946-
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author
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James Neuberger
Name (ID = NAME-2); (type = personal)
NamePart (type = family)
Maher
NamePart (type = given)
Carolyn A
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chair
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Advisory Committee
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Carolyn A Maher
Name (ID = NAME-3); (type = personal)
NamePart (type = family)
Alston
NamePart (type = given)
Alice S
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internal member
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Advisory Committee
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Alice S Alston
Name (ID = NAME-4); (type = personal)
NamePart (type = family)
Melnick
NamePart (type = given)
Harold R
Role
RoleTerm (authority = RULIB)
outside member
Affiliation
Advisory Committee
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Harold R Melnick
Name (ID = NAME-1); (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (ID = NAME-2); (type = corporate)
NamePart
Graduate School of Education
Role
RoleTerm (authority = RULIB)
school
OriginInfo
DateCreated (qualifier = exact)
2010
DateOther (qualifier = exact); (type = degree)
2010-01
Place
PlaceTerm (type = code)
xx
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
Identifier (type = local)
rucore10001500001
Location
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NjNbRU
Identifier (type = doi)
doi:10.7282/T3RJ4JK6
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (AUTHORITY = GS); (ID = rulibRdec0006)
The author owns the copyright to this work.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
RightsHolder (ID = PRH-1); (type = personal)
Name
FamilyName
Neuberger
GivenName
James
Role
Copyright Holder
RightsEvent (ID = RE-1); (AUTHORITY = rulib)
Type
Permission or license
DateTime
2009-12-24 00:22:01
AssociatedEntity (ID = AE-1); (AUTHORITY = rulib)
Role
Copyright holder
Name
James Neuberger
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject (ID = AO-1); (AUTHORITY = rulib)
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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Technical

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ETD
MimeType (TYPE = file)
application/pdf
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application/x-tar
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5038080
Checksum (METHOD = SHA1)
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