Applicable Outcomes: A Program Evaluation of the "Investigations" Math Program

Autor/in	Hamer, Sean M.
Titel	Applicable Outcomes: A Program Evaluation of the "Investigations" Math Program
Quelle	(2018), (136 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The College of William and Mary
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3559-7497-3
Schlagwörter	Hochschulschrift; Dissertation; Outcomes of Education; Program Evaluation; Mathematics Instruction; Instructional Effectiveness; Elementary School Mathematics; Elementary School Students; Best Practices; Mathematics Curriculum; Teaching Methods; Holistic Approach; Common Core State Standards; Mathematics Tests; Achievement Tests; Scores; Supplementary Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lernleistung; Schulerfolg; Programme evaluation; Programmevaluation; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Elementare Mathematik; Schulmathematik; Teaching method; Lehrmethode; Unterrichtsmethode; Holistischer Ansatz; Common core curriculum; Curriculum; Kerncurriculum; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ergänzungsunterricht
Abstract	This program evaluation study focused on the outcomes of a Math program for elementary level students. This mixed-methods study explored the relationship between the implementation of the "Investigations" Math program and teachers' perceptions of its impacts. The program theory that guided this study stated that teachers who were provided time and resources to examine best practice Math curricula and instructional methods would: adopt and implement a holistic Math program that updated the curriculum; create positive changes in teacher content and pedagogical knowledge; meet the needs of all students, at all proficiency levels; result in a consistent scope and sequence; and lead to improved student achievement. The findings did not fully support the program theory but did inform the school of study of the positive outcomes that the adoption of the "Investigations" program enhanced teachers' perceptions of: alignment of the curriculum with Common Core Standards for Mathematical Practice; their capabilities as leaders of the inquiry process within the classroom setting; facilitating a Math program with consistency in concepts, student experiences, and assessment; improved students' consistency of good thinking; and increased number sense, perseverance in solving problems, and use of appropriate tools to construct viable arguments. However, analysis of the ERB-CTP4 math achievement test scores revealed negligible changes in the overall mean student performance as a result of the implementation of the "Investigations" program. Weaknesses in the assessment materials of "Investigations" also required a supplemental curriculum to be adopted in parts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01