The Alignment between the Algebra Curriculum at a Texas High School and the Mathematics Section of the Texas Success Initiative Assessment

Autor/in	Kober, Kathryn Leigh
Titel	The Alignment between the Algebra Curriculum at a Texas High School and the Mathematics Section of the Texas Success Initiative Assessment
Quelle	(2023), (141 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3776-4566-5
Schlagwörter	Hochschulschrift; Dissertation; Alignment (Education); Mathematics Curriculum; Algebra; Secondary School Curriculum; High Schools; College Readiness; Curriculum Evaluation; Content Analysis; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; Oberschule; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Inhaltsanalyse
Abstract	The primary purpose of this qualitative study was to examine the Algebra I and Algebra II mathematics course curriculum documents at a local high school to determine alignment to the mathematics section of the Texas Success Initiative Assessment (TSIA) and to identify content necessary for students to demonstrate college readiness in mathematics on the TSIA. Revised Bloom's Taxonomy (RBT) was used to analyze the curriculum documents for alignment to the TSIA content and answer the research question that look for alignment between the Algebra I and Algebra II curriculum documents and the TSIA for mathematics. This study used a qualitative methodology and a basic design. Data were collected through document analysis with several iterations, including familiarization, identification, indexing, charting, and interpretation, which was used as the qualitative methodology with a basic qualitative design. Key results from the document analysis showed a misalignment between the Algebra I and Algebra II curriculum documents and the TSIA sample questions. The first theme was major misalignment occurring when most content taught in Algebra I and Algebra II needed to be tested on TSIA. The second theme was minor misalignment when some content tested on TSIA needed to be taught in Algebra I and Algebra II. The third theme was that minor alignment occurs when some content tested on TSIA is taught in Algebra I and Algebra II. The implications for positive social change may be that college admissions will be more accessible for students at the local site by improving the local mathematics curriculum implementation. [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).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01