Highly Qualified: The Perceptions of Student Learning and Pedagogy Related to Mathematics of National Board Certified Teachers of Urban Latino Students

Autor/in	Angulo, Sylvia Rosa
Titel	Highly Qualified: The Perceptions of Student Learning and Pedagogy Related to Mathematics of National Board Certified Teachers of Urban Latino Students
Quelle	(2010), (246 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of California, Irvine and California State University, Fullerton
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1241-8359-6
Schlagwörter	Hochschulschrift; Dissertation; Feedback (Response); Urban Schools; Observation; Interviews; Individualized Instruction; Mathematics Instruction; Qualitative Research; Teaching Methods; Hispanic American Students; Teacher Certification; Teacher Qualifications; Classroom Environment; Attitudes; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Beobachtung; Interviewing; Interviewtechnik; Individualisierender Unterricht; Mathematics lessons; Mathematikunterricht; Qualitative Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Lehrqualifikation; Klassenklima; Unterrichtsklima; Attitude; Einstellung; Verhalten; Kalifornien
Abstract	This study provides relevant information about the benefit of National Board Certification (NBC) in regards to teachers and students. It serves to further clarify the debate in the literature about how NBC impacts teaching and learning, particularly in mathematics. In addition, it provides information related to the value of NBC in terms of instructional decisions, teaching practices, and daily interactions with students, particularly for Latino urban students. A qualitative approach that included classroom observations and semi-structured interviews was used to conduct a multiple-case study involving three National Board Certified Teachers (NBCTs) who serve primarily urban Latino students in a large school district in southern California. Interview and observation data were sorted and coded into themes and categories in relation to the research questions and an observation protocol. Data collection and analysis indicated that, engaging classroom climates with set routines and procedures, feedback to students, individualized instruction when necessary, and hands-on activities were core components of the three NBC teachers. [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	2017/4/10