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Investigating a model using video stories for professional development for algebra teachers of low SES minority students
Descriptive
TitleInfo
Title
Investigating a model using video stories for professional development for algebra teachers of low SES minority students
Name
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NamePart
(type = family)
Leslie
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Joyce
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1958-
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Joyce Leslie
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author
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Maher
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Carolyn A
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Carolyn A Maher
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Advisory Committee
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chair
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Alston
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Alice S.
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Alice S. Alston
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Advisory Committee
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internal member
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(type = family)
Zhang
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Dake
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Dake Zhang
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Advisory Committee
Role
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internal member
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Palius
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Marjory F.
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Marjory F. Palius
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Advisory Committee
Role
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(authority = RULIB)
outside member
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Rutgers University
Role
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(authority = RULIB)
degree grantor
Name
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Graduate School of Education
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school
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Text
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theses
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2019
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2019-10
Language
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English
Abstract
(type = abstract)
This study presents results of the design and implementation of The Teacher’s Algebra Workshop(TAW), a professional development intervention. Video stories of urban students’ early algebra learning were created by this researcher for this intervention. The video stories feature predominantly black and minority students engaged in mathematical reasoning, making and revising conjectures, and challenging one another. Four stories illustrate 12-year-old boys who participated in an NSF funded Informal Math Learning after school program in an urban school district. The video stories show the boys engaged in persistent problem-solving of “Guess my Rule” problems. as an introduction to linear functions.
The TAW video stories were assembled using the RUAnalytic tool and video data stored in the Video Mosaic Collaborative (VMC), a research library from Rutgers University Libraries.
The intervention was designed to engage teachers (TAW participants) by studying video narratives of student learning from a social constructivist perspective. Five teachers participated in the four-day TAW workshops in August 2016. Each day, guided by specific questions, teachers discussed the mathematics, the pedagogy, and students’ engagement in the stories. These discussions were audio-taped, transcribed and analyzed to identify what the teachers noticed in these key areas. The research question that guided the study include: Do urban teachers noticed the potential of pedagogy that challenges and engages students in their early algebra learning?
Analysis of data indicated rich discussions among the teacher participants. They noticed key aspects of social constructivist pedagogy including teacher patience, engaging lessons, guiding questions and recognition of the students’ enthusiasm as they persevered in problem-solving. Results suggest using the video narratives for teacher professional development as well as conducting a scaled-up study using the artifacts created for this intervention and expanding the content to other mathematical topics.
The TAW video stories were assembled using the RUAnalytic tool and video data stored in the Video Mosaic Collaborative (VMC), a research library from Rutgers University Libraries.
The intervention was designed to engage teachers (TAW participants) by studying video narratives of student learning from a social constructivist perspective. Five teachers participated in the four-day TAW workshops in August 2016. Each day, guided by specific questions, teachers discussed the mathematics, the pedagogy, and students’ engagement in the stories. These discussions were audio-taped, transcribed and analyzed to identify what the teachers noticed in these key areas. The research question that guided the study include: Do urban teachers noticed the potential of pedagogy that challenges and engages students in their early algebra learning?
Analysis of data indicated rich discussions among the teacher participants. They noticed key aspects of social constructivist pedagogy including teacher patience, engaging lessons, guiding questions and recognition of the students’ enthusiasm as they persevered in problem-solving. Results suggest using the video narratives for teacher professional development as well as conducting a scaled-up study using the artifacts created for this intervention and expanding the content to other mathematical topics.
Subject
(authority = RUETD)
Topic
Mathematics Education
Subject
(authority = LCSH)
Topic
Mathematics teachers -- Training of
Subject
(authority = local)
Topic
Math education
Subject
(authority = LCSH)
Topic
Algebra -- Study and teaching
Subject
(authority = LCSH)
Topic
Low-income students -- Education
RelatedItem
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Title
Rutgers University Electronic Theses and Dissertations
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ETD_10295
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application/pdf
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text/xml
Extent
1 online resource (xi, 407 pages) : illustrations
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Ed.D.
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Includes bibliographical references
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Graduate School of Education Electronic Theses and Dissertations
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rucore10001500001
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NjNbRU
Identifier
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doi:10.7282/t3-y1bq-9x57
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
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The author owns the copyright to this work.
RightsHolder
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Name
FamilyName
Leslie
GivenName
Joyce
Role
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Type
Permission or license
DateTime
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2019-09-22 22:23:00
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Name
Joyce Leslie
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Rutgers University. Graduate School of Education
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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.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical
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2019-09-29T00:54:11
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2019-09-29T00:54:11
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