Research Proposal on "Mathematics Education"
Research Proposal 10 pages (2900 words) Sources: 12 Style: APA
[EXCERPT] . . . .
PERCEPTIONS of EDUCATORS in a Massachusetts URBAN SCHOOL DISTRICT of CHANGES in REFORM-RELATED PRACTICES in MATHEMATICS INSTRUCTION SINCE the IMPLEMENTATION of STATEWIDE TESTINGThis study, which examined the effects of mathematics reform on teacher practices in Massachusetts, had two central purposes: (a) to identify reform-related practices in mathematics instruction that have increased, decreased, or not changed since the implementation of high-stakes testing according to educators' perceptions and (b) to determine educators' perceptions of the effects of reform-related practices on student achievement since the implementation of high-stakes testing. High-stakes testing is a dramatic change in education practice and has changed the face of mathematics instruction, yet there is only limited research on its effects. This study investigated the perceptions of educators, both generally and by demographic, regarding the effects of mathematics reform on students since the implementation of outcomes-based testing.
ACKNOWLEDGMENTS
I would like to acknowledge my wife and family for their support during this time. I would like to thank my committee members for their time effort and support. I want to recognize all my teachers and friends whose support through the years has made this journey possible.
TABLE of CONTENTS
ABSTRACT
ii iii
TABLE of CONTENTS
iv iv
LIST of FIGURES
vi
CHAPTER Page
1. INTRODUCTION
1
State
download full paper ⤓
3
Purpose of the Study
4
Research Question
4
Significance of the Study
5
Methods and Procedures
7
Definitions of Terms
9
CHAPTER 2: LITERATURE REVIEW
11
Introduction
11
Components of Massachusetts Education Reform Act (MERA)
14
Perspectives of Educators Regarding Standardized Education Reforms
19
Standards and Assessments
20
Changes in Curriculum and Modes of Instruction
20
Effects of Accountability Systems on Individual Teachers
24
Effects of Accountability Systems on School Capacity
29
Effects of Accountability Systems on Student Learning
30
Alignment of Curriculum and Instruction
32
Connecting NCTM to Reform in Mathematics Instruction 33
Conclusion
33
Theoretical and Conceptual Frameworks
36
CHAPTER 3: METHODOLOGY
40
Research Design
40
Sample Description
40
Survey Permission and Procedures for Human Subject Protection
42
Survey Distribution
43
Survey Returns
44
Instruments, Measures, and Validity
44
Data Analysis
46
Specific Data Analysis Plan for Each Research Question
48
Limitations
50
CHAPTER 4: RESULTS
52
Research Question 1
55
Research Question 2
58
Research Question 3
64
Research Question 4
65
Research Question 5
73
Research Question 6
75
Research Question 7
77
CHAPTER 5: SUMMARY and DISCUSSION
79
Summary
79
Discussion
83
Implications of the Outcome of the Data
86
Implications of for Future Research
87
Conclusion
89
REFERENCES
91
APPENDIX a: SURVEY INSTRUMENT
APPENDIX B: IRB PERMISSION
APPENDIX C: Sample Letter to School SuperintendentS
Table 1. Survey Return Rates for Individual Schools and for Total Group
44
Table 2. Frequency Counts for Selected Variables
53
Table 3. Descriptive Statistics for Ratings of District Implemented Practice
56
Table 4. Descriptive Statistics for Ratings of Classroom Practice
57
Table 5. Pearson Correlations for Factor Scores with Selected Variables
59
Table 6. Comparison of Factor Scores Based on the Role of the Educator. One-Way ANOVA with Scheffe Posthoc Tests
60
Table 7. Prediction of the District Increase Factor Score Based on Demographic
Factors
61
Table 8. Prediction of the Classroom Increase Factor Score Based on Demographic Factors
62
Table 9. Descriptive Statistics for the Effectiveness Ratings of District Implemented Practice
68
Table 10. Descriptive Statistics for Effectiveness Ratings of Classroom Practice
69
Table 11. Prediction of the District Effectiveness Factor Score Based on Demographic Factors
71
Table 12. Prediction of the Classroom Effectiveness Factor Score Based on Demographic Factors
72
Table 13. Comparison of Effectiveness Ratings Based on Different Groups of Students Within-Subjects ANOVA with Bonferroni Posthoc Tests
73
Table 14. Pearson Correlations for Student Group Difference Scores with Selected Demographic Variables
76
LIST of FIGURES
Figure 1: Flow Chart of Planned Examination of Reform Efforts
37
Figure 2. Chrispeel's (1992) Diagram Showing the Interrelatedness of Systems
38
Figure 3. Effectiveness Ratings for the Different Student Groups
74
Figure 4. Percent change in scores for SAT, ACT, and MCAS by nation and city
77
Figure 5. Percent change in scores for SAT, ACT, and MCAS by state and city
78
CHAPTER 1:
Introduction
The state of public education in the United States over the past 75 years has been the focus of reformers, textbook writers, school boards, parents, teachers, and industry. Different groups, depending on their context, have different ideas of what might be most effective in improving the performance of American public school students: making teachers more effective, changing the way information is presented, and school changes in organization and culture that ranged from the open school to those that required uniforms. Certainly some of these worked in some places and for some students and communities, but none of these measures were widely applied, and the lagging academic achievement of American students received wide press in media throughout the country.
Many experts stated that this problem was especially serious in the areas of mathematics and science education (Hagel, 2006, p. 10) with a significant difference between demographic groups, including minorities as well as those in lower income brackets. These groups typically attend schools in districts with less financial support and hence have fewer special resources or the kinds of enrichment activities these students need (Bracey, 2006, p. 151).
In 2003, the "No Child Left Behind" (NCLB) Act became law, the keystone of which was that there would be annual school testing so that schools could be compared with other schools in other districts or states. Although it was left up to the states to determine how to pay for and carry out its mandates, the act was supposed to reduce inconsistency of educational quality across states, increase academic achievement, and ensure transparency and accountability of schools and their administrations (NCLB).
In Massachusetts, the education revolution initiated by the Massachusetts Education Reform Act (MERA) of 1993 had already led to changes in the way mathematics was taught and assessed. The major focus of the commission that created the new standards under MERA was to ensure that the standards in Massachusetts were equivalent to those nationwide as well as to international standards. To do this, a great deal of effort went into development of curriculum, strengthening of teaching practices, introduction to ways to improve scores on standardized tests, and increased accountability measures in public schools (Arvidson, 1997).
However, the frameworks that were created to raise the standards of mathematics education did not invite large-scale consensus; as a result, they were revised many times. Since these changes did not receive final approval of the Massachusetts Department of Elementary and Secondary Education (MDESE) until the summer of 2000, 7 years after the reforms were introduced, mathematics frameworks had been used in the schools of Massachusetts for 7 years without any research to determine their efficacy.
Only one study, conducted by the MDESE in 2004, has been commissioned since MERA was introduced in 1993. The study concluded that education reform was improving student achievement but an achievement gap existed based on socio-economic factors and students with disabilities. The value of the study is questioned, however, because MDESE had not implemented multiple methods of assessing student proficiency as prescribed in MERA at that time. In fact, MDESE relied on only a single method -- high-stakes testing -- under the Massachusetts Comprehensive Assessment System (MCAS), a measure that many educators have questioned the value of (Tench, 2002).
Other questions related to the MDESE implementation of MERA include the following:
1. Do standardized achievement tests provide an accurate view of actual mathematics achievement?
2. Are they an accurate and reliable tool for assessment of a school's education program?
3. Should school reform measures depend exclusively on standardized tests for measuring accountability?
4. Do they accurately align high school mathematics instruction with the achievement of individual students?
Because of these unanswered questions, there was a need for research that studied and evaluated the effectiveness of reforms in mathematics instruction and accountability. The study that follows is a response to that need. It first identifies trends in reform-related practices that have increased, decreased, or not changed and then evaluate their efficacy exclusively from the point-of-view of mathematics educators. It then develops recommendations for educators regarding which instructional practices have proved to be more effective than others and which have the potential to help districts and teachers align their instruction to those practices.
Statement of the Problem
The effectiveness of the effort to reform mathematics education has not been determined. In Massachusetts, only one study has been commissioned since the passage of the Education Act of 1993 (MDESE, 2004). Although the act called for multiple methods of assessing student proficiency, the MDESE has relied on just one method -- a series of high-stakes tests called the Massachusetts Comprehensive Assessment System or MCAS. Yet experts at all levels disagree on whether high-stakes testing accurately measures student achievement (Hull, 2007).
Purpose of the Study
This study examined the effects of mathematics reform on teacher practices in a town called Waynesville here, a real, large urban community… READ MORE
Quoted Instructions for "Mathematics Education" Assignment:
***** REQUEST for Username: Christinepisan
Using the reference document incorporate 12 more references from 2008-2009. A couple of 2007 is ok.
Incorporate into the literature a 3-4 page section on connecting NCTM and its influence on reform related practices mathematics teaching.
*****
How to Reference "Mathematics Education" Research Proposal in a Bibliography
“Mathematics Education.” A1-TermPaper.com, 2009, https://www.a1-termpaper.com/topics/essay/perceptions-educators/62962. Accessed 4 Oct 2024.
Related Research Proposals:
Mathematics Education Term Paper
Mathematics Education
The objective of this work is to describe five specific methods of questions and strategies that encourage students to discuss their ideas, procedures, rules and definitions that they… read more
Term Paper 2 pages (677 words) Sources: 2 Style: APA Topic: Mathematics / Statistics
Professional Mathematical Societies Thesis
Mathematics
Professional Mathematical Societies
The American Mathematical Society which was founded in 1888 in order to further mathematical research and scholarship today fulfills its mission through programs and services that… read more
Thesis 3 pages (924 words) Sources: 4 Style: APA Topic: Mathematics / Statistics
Mathematics as a Creative Art Term Paper
Mathematics as Creative Art
P.K. Halmos waxes poetic about mathematics, claiming that not only does mathematics present practical value but also that "mathematics is an art" (p. 379). Envisioning mathematics… read more
Term Paper 1 pages (340 words) Sources: 0 Topic: Mathematics / Statistics
Aspects of Mathematics Teaching and Learning in Primary School Education Research Paper
Mathematics Teaching and Learning in Primary School Education
Technology and Mathematics education (technology as a whole or individual aspects of technology e.g. use of calculators, smart board, web quests, laptops,… read more
Research Paper 6 pages (1718 words) Sources: 6 Topic: Education / Teaching / Learning
Art and Mathematics Are Related Research Paper
art and mathematics are related and that this relation could be used to the advantage of educators to overcome student anxiety regarding mathematics and, in particular, difficult geometry concepts
Outline… read more
Research Paper 10 pages (2688 words) Sources: 1+ Topic: Mathematics / Statistics
Fri, Oct 4, 2024
If you don't see the paper you need, we will write it for you!
We can write a new, 100% unique paper!