Improving student achievement with curriculum change : strategies for effective implementation, 2024

Item — Call Number: MU Thesis Dua

Identifier: b7932064

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: 2024

Creator

Duarte, Stefania (1982- ) (Author, Person)
George, William O., III (1963- ) (Thesis advisor, Person)
Morales, Wendy (1975- ) (Thesis advisor, Person)
Nathan, Pamela (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) : 110 pages ; 8.5 x 11.0 inches (28 cm).

Language of Materials

English

Additional Description

Abstract

This quantitative study examines the impact of a new mathematics curriculum on student achievement in grades 4 and 5 across 11 schools in a New Jersey school district. The research addresses the critical issue of low mathematics performance among elementary students, as evidenced by both statewide and local assessment data. With only 36% of 4th-grade students achieving proficiency nationally (NAEP, 2022) and the district of study showing similar data, this study aims to evaluate the effectiveness of curriculum reform as a potential solution. The research analyzed data from grade four and five students, comparing performance on the New Jersey Student Learning Assessment (NJSLA) and NWEA Measures of Academic Progress (MAP) between the 2021-2022 and 2022-2023 school years. Additionally, teacher perspectives on the new curriculum's implementation were gathered through an anonymous survey. The study aimed to learn about the impact of the new curriculum on NJSLA and NWEA MAP performance, before and after implementation, and explore the relationship between teacher preparedness and student achievement. The study conducted paired t-tests to assess individual student growth and independent samples t-tests to analyze grade-level trends. Teacher survey data were analyzed using descriptive statistics, specifically frequency distribution. This research contributes to the ongoing efforts to improve mathematics education by providing insights into the effectiveness of curriculum reform. The findings aim to inform educators about the impact a curriculum can have on student learning and possible supports that can help the implementation be successful. Quantitative analysis of student achievement data and teacher experience provides a thorough evaluation of the new curriculum's impact on both student learning and teaching practices. The results of this research have the potential to guide decision-making in curriculum selection and implementation, ultimately contributing to improved mathematical performance among students. The study acknowledges limitations such as student mobility, potential teacher bias, and the short-term nature of the data collected in the first year of implementation.

Partial Contents

Abstract -- Definition of key terminology -- Dedication -- Acknowledgments -- List of tables -- 1. Introduction -- 2. Review of the literature -- 3. Methodology -- 4. Findings -- 5. [Discussion] -- References.