Teacher perspectives when implementing a new mathematics program, 2022

Item — Call Number: MU Thesis Wil

Identifier: b7931123

Scope and Contents

From the Collection:

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The collection consists of dissertations written by students enrolled in the Monmouth University graduate Educational Leadership program. The holdings are primarily bound print documents that were submitted in partial fulfillment of requirements for the Doctor of Education degree.

During the fall 2022 semester (in instances where the requisite waivers were received from consenting student authors), the Monmouth University Library, together with the University's Graduate School and School of Education, began providing open access to select full-text digital versions of current theses and dissertations through links to the ProQuest Dissertations & Theses Global website in the Library's Online Public Access Catalog. Links to these open access digital publications can also be found in the "External Documents" section under any conforming titles that are listed among the holdings itemized in the collection inventory for this finding aid.

Dates

Creation: 2022

Creator

Wills, Maria (1988- ) (Author, Person)
Henning, John E. (Thesis advisor, Person)
Romagnoli, Alex (Thesis advisor, Person)
Zak, Sandra (Thesis advisor, Person)

Conditions Governing Access

The collection is open for research use. Access is by appointment only.

Research appointments are scheduled by the Monmouth University Library Archives Collections Manager (732-923-4526). A minimum of three days advance notice is required to arrange a research appointment for access to the collection.

Access to the collection is confined to the Monmouth University Library and is subject to patron policies approved by the Monmouth University Library.

Patrons must sign a completed Researcher Registration Form and provide appropriate identification to obtain access to the collection. Copies of these documents will be kept on file at the Monmouth University Library.

Full Extent

1 Items (print book) : 113 pages ; 8.5 x 11.0 inches (28 cm).

Language of Materials

English

Additional Description

Abstract

Schools often utilize research-based interventions, treatments, and programs to target student learning gaps. Quality implementation is a tool to connect research and practice with teachers’ perspectives, attitudes, beliefs, and anxieties being integral ingredients to achieve program implementation (Durlak, 2015, 1016; Durlak & DuPre, 2008). Once in the field, teachers have less access to important resources for assisting with the integration of new programs, meeting standards, and creating non-traditional lessons through which students are able to understand the strong connection between mathematics and their future (Gresham, 2018; Liljedahl, 2008; Palardy & Rumberger, 2008; Zazkis & Zazkis, 2011). This study aimed to deepen the understanding of the successful application of the Houghton Mifflin Harcourt (HMH) Go Math! program in an elementary school setting, examining the factors related to teachers that create barriers for effective implementation. Three full-time in-service elementary school teachers, assigned as lead teachers in kindergarten through fifth grade, implementing HMH Go Math! and employed in a New Jersey public school district, participated in this study. Qualitative data were collected through semi-structured interviews three times throughout the implementation of HMH Go Math! (Patton, 2015; Yin, 2017). Teacher interviews were derived from responses on the MATAS-E/MTEBI survey, assessing mathematics anxiety (Peker, 2006; Enochs et al., 2000). Thematic analysis and grounded theory were utilized to explore teachers’ stories and behaviors when implementing the HMH Go Math! program (Braun & Clarke, 2006; Krippendorff, 2004; Strauss & Corbin, 1990; Yin, 2017). Findings from this study included a comparison of program features, growth mindset, and teachers’ own preferences regarding mathematics. The findings show that the views and usage of program tools are directly linked to educational and learning styles. The participants with less anxiety and more mathematical training applied the program that ensured student success. Furthermore, teachers who embraced a growth mindset dedicated more time to learning and utilizing the program in order to overcome challenges, execute new strategies, and continue to improve classroom instruction.