| dc.contributor.advisor | Forsyth, Patrick | |
| dc.contributor.advisor | Adams, Curt | |
| dc.contributor.author | Canady, Jacque | |
| dc.date.accessioned | 2017-12-15T16:35:51Z | |
| dc.date.available | 2017-12-15T16:35:51Z | |
| dc.date.issued | 2017-12-14 | |
| dc.identifier.uri | https://hdl.handle.net/11244/52929 | |
| dc.description.abstract | This program evaluation sought to determine the effectiveness of a mathematics professional development program. The population for this study included 61 teachers, all who taught elementary math to regular, special education or alternative school students. The researcher provided descriptive statistics using graphs and quotes from teacher participants to answer three questions related to the desired teacher participant outcomes: Did teacher participants increase their mathematics instruction efficacy? Did teacher participants improve their instructional preparedness to teach mathematics content? Did the mathematics content knowledge of teacher participants increase?
Program evaluation was determined by analyzing the relationships of the teacher participants to various proposed outcomes, including teacher efficacy, mathematics pedagogy, and content knowledge. It also reviews theories related to adult learning and self-efficacy, as well as social cognitive learning. | en_US |
| dc.language | en_US | en_US |
| dc.subject | professional development elementary math teachers | en_US |
| dc.title | An Evaluation of a Professional Development Program for Elementary Mathematics | en_US |
| dc.contributor.committeeMember | Edwards, Beverly | |
| dc.contributor.committeeMember | Garn, Gregg | |
| dc.contributor.committeeMember | Ethridge, Libby | |
| dc.date.manuscript | 2017-09-20 | |
| dc.thesis.degree | Ed.D. | en_US |
| ou.group | Jeannine Rainbolt College of Education::Department of Educational Leadership and Policy Studies | en_US |
