A Multiple Case Study Examining Secondary Mathematics Teachers’ Perceptions of Reform-Oriented Instruction and Obstacles to Instructional Change

dc.contributor.advisor Barlow, Angela en_US
dc.contributor.author Gaddy, Angeline King en_US
dc.contributor.committeemember Calahan, Rebecca en_US
dc.contributor.committeemember Caukin, Nancy en_US
dc.contributor.committeemember Huang, Rongjin en_US
dc.contributor.committeemember Milligan, Charles en_US
dc.contributor.department Basic & Applied Sciences en_US
dc.date.accessioned 2015-08-25T15:09:15Z
dc.date.available 2015-08-25T15:09:15Z
dc.date.issued 2015-07-11 en_US
dc.description.abstract For more than a century, reform efforts have been suggested in the field of mathematics education. Two of the more recent efforts, by the National Council of Teachers of Mathematics, in 2000, and the National Research Council, in 2001, contributed to the Common Core State Standards of Mathematics, which were published in 2010 and widely adopted across the United States. For many mathematics teachers, achieving the goals described in these standards meant changing their style of teaching from using traditional instructional methods to reform-oriented methods. When studying teachers who attempted to alter their teaching practices in response to past reform efforts, researchers have found obstacles that blocked the implementation of the reforms or prevented their being implemented in the way they were intended. Through an examination of mathematics teachers attempting to transform their teaching practice in anticipation of the implementation of the Common Core State Standards, this case study revealed the beliefs and perceptions the teachers held about their transitioning to using reform-oriented instructional methods. en_US
dc.description.abstract This study, conducted over a four-month period, employed surveys, interviews, written reflections, and observations, to reveal the beliefs held by the participants about their abilities to use reform-oriented teaching methods, the criteria they used to determine their success, and what obstacles they encountered to changing their practice. Using qualitative research methods, the researcher analyzed the participants’ responses, which revealed the participants believed, to varying degrees, that they possessed the ability to teach using reform-oriented instructional methods. To evaluate their success, the participants described three categories of criteria: students’ attitudes and behaviors, participants’ questioning skills, and students’ presentation of their work. Finally, the obstacles reported by the participants to their implementing their intended reform were time constraints, lack of resources, student concerns, and insufficient training and experience. These results correspond to research findings about teachers during a period of transition. The findings from this research study suggest a need for ongoing training and support for teachers who are undergoing a transition in their teaching practice. en_US
dc.description.degree Ph.D. en_US
dc.identifier.uri http://jewlscholar.mtsu.edu/handle/mtsu/4623
dc.publisher Middle Tennessee State University en_US
dc.subject Multiple case study en_US
dc.subject Obstacles to change en_US
dc.subject Reform-oriented instruction en_US
dc.subject Teachers in transition en_US
dc.subject.umi Mathematics education en_US
dc.thesis.degreegrantor Middle Tennessee State University en_US
dc.thesis.degreelevel Doctoral en_US
dc.title A Multiple Case Study Examining Secondary Mathematics Teachers’ Perceptions of Reform-Oriented Instruction and Obstacles to Instructional Change en_US
dc.type Dissertation en_US
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