Date of Award

1-1-2013

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School/Department

Department of Education Theory and Practice

Program

Curriculum and Instruction

Content Description

1 online resource (xii, 189 pages) : illustrations (some color)

Dissertation/Thesis Chair

Vicky L Kouba

Committee Members

Arthur N Applebee, Kathy A Gullie

Keywords

Algebra, Linear Regression, Mathematics Education, Teacher Effectiveness, Teaching Characteristics, Teaching Practices, Teacher effectiveness, Mathematics teachers, Mathematics

Subject Categories

Education | Science and Mathematics Education | Secondary Education

Abstract

This study examined the impact of teachers' characteristics and self-reported practices on students' Algebra achievement while controlling for students' characteristics. This study is based on the secondary analysis of data collected from a nationally representative sample of 9th grade students and their mathematics teachers during the base year of the High School Longitudinal Study of 2009 (HSLS). Student and teacher data were obtained through questionnaires and students' Algebra achievement was measured by an ability-adaptive assessment designed to measure a cross-section of understandings representative of the six major Algebraic content domains (The language of algebra; Proportional relationships and change; Linear equations, inequalities, and functions; Nonlinear equations, inequalities, and functions; Systems of equations; and Sequences and recursive relationships) and the four major Algebraic processes (Demonstrating algebraic skills; Using representations of algebraic ideas; Performing algebraic reasoning; and Solving algebraic problems). For the HSLS data were collected from different participants at the beginning, middle, and end of the school year.

Download

Share

COinS