The impact of detracked curriculum and teachers' perceptions of differentiated instruction in mathematics, 2022

Item — Call Number: MU Thesis And

Identifier: b7931448

Staff Only

Scope and Contents

From the Collection:

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.

From the Collection:

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

Andreacci, Elena M. (Elena Maria) (1974- ) (Author, Person)
Henning, John E. (Thesis advisor, Person)
Ross, Lavetta (Thesis advisor, Person)
Zambak, Vecihi S. (Vecihi Serbay) (Thesis advisor, Person)

Language of Materials

From the Collection:

Unless noted otherwise at the resource component level, the language of the collection materials is English.

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.

Extent

1 Items (print book) : 142 pages ; 8.5 x 11.0 inches (28 cm).

Additional Description

Abstract

To ensure that our students can compete in a global economy, successful teaching and learning of mathematics must become a priority within our schools. However, schools continue to track or group students by ability, which, in turn, systematically leaves students behind. Detracking will create a school system that provides both equity and excellence in mathematics education. Detracking encompasses more than just minor curriculum or school structure adjustment. Done correctly, detracking takes time with specific attention to both the students' and teachers' needs. Teacher learning is an integral piece to ensure that our students receive the full benefits of detracking. Professional development must be "curriculum based, intensive, and sustained over time with follow-up support" (Burris & Garrity, 2008, p. 98). Teachers will require professional development to assist them in replacing traditional practices with differentiated instructional techniques.

This study analyzed the impact of a detracked mathematics program and teachers' perceptions of the implementation of differentiated mathematics instruction. This mixed-methods study's data was analyzed both qualitatively and quantitatively. Student data, final mathematics course grades, and PSAT scores were collected via the district data system to compare the academic achievement of tracked and detracked students. The qualitative data consists of teacher interviews, observations, and lesson plan reviews designed to gather data on teachers' perceptions within the implementation of differentiated instruction.

The quantitative data indicated that there was no negative impact on the detracked students' performance on PSAT mathematics scores. However, the differences within the range of PSAT scores of the detracked students indicated that the students had a wide variety of mathematics ability. The qualitative data collected in this research study resulted in three major categories which included Differentiated Instruction, Teacher Experience, and Professional Development. Through analysis of these categories, teacher lesson plans, and teacher observations, it was found that teachers are attempting to implement differentiated instruction activities within their lessons; however, teachers indicated that they require additional training and support on how to implement differentiated instruction within their matematics classes.

The variety of student ability in a detracked mathematics course demands that teachers understand how to develop lessons that address the needs of all their students. It is essential that professional development be afforded to teachers prior to the detracking of students, as well as throughout the school year, to inform teachers, involve application and collaboration, and support teachers to ensure that teachers reach the growing population of diverse learners.