<p> The purpose of this research study is to describe and analyze the self-reported experiences of exemplary high school mathematics teachers who underwent personal and professional transformations in order to develop and use a standards-based, constructivist (SBC) teaching paradigm in their classrooms. These teachers were all past recipients of the Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST), an award that required them to demonstrate that their mathematics instruction was rigorous in the manner described by the NCTM standards. </p><p> The following research questions are addressed: (a) What are the paths SBC secondary mathematics teachers who received the PAEMST pursued to become highly effective?, (b) What obstacles and challenges did they encounter and how were these obstacles overcome?, and (c) What sustained them on their journeys? The research methodology used to be a narrative inquiry. Following a wide survey of PAEMST recipients, five volunteer participants were chosen for the study. Data were collected from each participant using a one-to-one interview and the written section of each participant's PAEMST application. A narrative was written for each participant describing the path they had followed to become a highly effective high school mathematics teacher. The narrative was sent to each participant, and a follow-up interview was conducted via telephone amending the narrative to reflect the participant's additions and deletions. From the five amended narratives, eight themes were identified: (a) influences; (b) education; (c) professional development; (d) NCTM standards; (e) teaching style: beginning, current, or end of a career; (f) obstacles; (g) personality traits and personal beliefs; and (h) student influence. </p><p> Several of the themes were supported by previous research. However, this research study discovered two new findings. First, the five participants had common characteristics and beliefs: (a) belief in their students, (b) persistence, (c) belief that professional development is vital for teacher growth, and (d) passion about mathematics and about conveying that passion to their students. The second research finding pertained to the influence that their own students had on all of the five participants. All the participants purposely sought out their students' thoughts about the classroom curriculum and about the instruction they received. The teachers considered their students part of the classroom learning community, and they honored and acted on their input. </p><p> Finally, in addition to describing the trajectory of five PAEMST winning teachers, this study offers recommendations for students studying to become high school mathematics teachers, teacher educators, and educational researchers. For these students, their teaching preparation courses need to be taught adhering to the four principles of learning: activity, reflection, collaboration and community. According to this research, the model of teacher preparation courses that emphasize the teaching of the above four principles using a traditional teacher-directed method does not prepare future mathematics teachers for the use of SBC teaching in their classrooms. Suggestions about further research are addressed.</p>

<p> Africans and people of African descent have always desired the best for their children and education has been seen as the key to success (Madhubuti &amp; Madhubuti, 1994, p. 4). When conscious African American teachers respect for students' cultural heritage and families are demonstrated in the classroom, and seen as an asset then students' ability to develop self-esteem and self-pride needed to support self in the world that we live in improves (Alim, 2014 &amp; Gay, 2010). </p><p> This study focused on how teachers at an African-centered school in East Oakland, California structure curriculum and instruction for pre-school-8 in a way that leads to highly successful outcomes for students especially in mathematics. The following research questions guided this case study of an African-centered school. First, what are the elements of an African-centered education and culturally responsive pedagogy that ensures the academic achievement of African-American students? Second, what occurs in teachers' classrooms where students strive for academic excellence? Third, what are the school practices that contribute to the academic success of all students? </p><p> The findings are as follows in this research is that school climate and culture set the tone and expectation for all students. When students and staff are respected and valued each contribute to the success of the students and school programs with strong support inside the school (staff) and outside (family and community). Students need to be able to identify who they are and be empowered to develop agency for themselves. </p><p> The start of the school day needs to focus and center students (for example breathing exercise, pouring libation and school pledge). The placement of mathematics at the beginning of the day is vital. The most challenging class is provided to students when most students have the most energy to focus, pay attention and stay on task. It is important for students to have extended time to think critically, to experience guided practice and independent practice. </p><p> In addition, teachers who check for understanding frequently throughout the lesson are better prepared to comprehend where students are in the learning cycle (engagement, explore, explanation, elaboration and evaluate). Cooperative learning is a communal process to learn and is beneficial to many students rather than working independently and/or competitively. Next, technology should be used in modern classes to prepare students for the real world. Finally, belonging is an essential part of this school. Students feel as if they are members of a team; the staff is the leader of the team and they ensure that all students feel connected to school through common routines and practices. There is success for all, students, staff, parents and community. </p><p> Key words: African-centered education; culturally responsive pedagogy, culturally sustaining pedagogy, mathematics acceleration program; African Americans; urban education, school practices, striving for excellence in education. </p>

<p> The United States has a serious problem in Science, Technology, Engineering, and Mathematics. The STEM disciplines are suffering from a `Quiet Crisis'[1]. The problem is that African Americans, Latino/a, Native American, and other ethnic minority students are choosing careers in the STEM disciplines at lower percentages than their white and Asian counterparts [2]. We refer to this disparity as underrepresentation. This work focuses on the use of the Culturally Situated Design Tools (CSDTs, <b>http://csdt.rpi.edu</b>) as a means to counter this underrepresentation. The programmable set of CSDTs represents the development of this software from being focused on ethnomathematics, to ethnocomputing. Ethnocomputing is the reproduction of cultural artifacts in simulation. The CSDTs are part of the constructionist genre of programmable software that seeks to teach computer science concepts to students as they construct these cultural artifacts. Development work on the programmable CSDT software has provided the opportunity to examine the challenges that occur in cross cultural software development using the Agile method. This work includes ethnographic user and developer stories that have informed the development of the pCSDT software. Among the challenges of developing this software has been negotiating the controversy of what we have come to term "The Content Agnostic Position". This is the notion that all software with objects in simulation, regardless of what those objects are, possesses equal value in teaching students. This position, however, often results in the commercial or violent colonization of user spaces by corporate produced media objects and simulated gun violence. It is our view that this colonization can be diminished through the use of cultural objects in simulation, such as those found in the CSDTs. Our work is intended to create a decolonized space for mathematics and computing education. This work also reports the findings of a quasi-experiment conducted with junior high school students in Kumasi, Ghana, West Africa during the summer of 2014.</p>

<p> With changing academic standards, more rigorous state assessments, growing diversity among student populations, decreased school funding, and high achievement expectations from the state and federal government, teachers have a very challenging and demanding job. Fully aware of these high expectations from the education community, school leaders and teachers continue to explore strategies that will improve the quality of classroom instruction and help increase achievement for all students. </p><p> This study was conducted in a large urban K-12 school district in the southwestern United States with a district enrollment of approximately 63,000 students. The study employed a multi-method, correlational, descriptive, non-experimental research design. Quantitative data were collected through teacher completion of a professional learning community (PLC) questionnaire and the Arizona Instrument to Measure Standards (AIMS) math assessment. The Professional Learning Communities Assessment-Revised (PLCA-R) questionnaire enabled teachers to report the extent to which they engage in practices known to support the development of a well-functioning PLC. In addition, qualitative data were collected through individual teacher interviews. </p><p> This study determined the correlation between grade-level team overall implementation of PLCs measured by teacher completion of the PLCA-R questionnaire and student achievement of fourth-grade students measured by the AIMS math assessment. The study also determined the correlation between the individual dimensions of PLC implementation by grade-level teams measured by teacher completion of the PLCA-R questionnaire and student achievement of fourth-grade students measured by the AIMS math assessment. The individual dimensions of PLCs included shared and supportive leadership, shared values and vision, collective learning and application, shared personal practice, supportive conditions-relationships, and supportive conditions-structures. </p><p> A Pearson product-moment analysis found no significant correlation between grade-level team implementation of PLCs, overall or by dimension, and fourth-grade student achievement measured by AIMS math percent passing scores and median growth percentiles. Although no significant correlation was found, qualitative data from the in-depth individual teacher interviews resulted in several themes related to PLCs and student achievement. Teachers spoke passionately about knowledge of student performance, quality of instruction, support for collaboration, and shared leadership and how those factors relate to improved teaching and increased student learning. </p><p> The results of this study may help other leaders and educators understand more completely the relationship between the dimensions of PLCs and student achievement. Furthermore, the study provides implications for practice that may enhance teacher collaboration with a focus on improved instructional practices and high levels of learning for all students.</p>

Thesis (Ph. D.)--University of Toronto, 2005. / Includes bibliographical references (leaves 125-134).

Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, Mathematics Education, 2005. / Adviser: Peter Kloosterman.

Thesis (M.A.)--West Virginia University, 1998. / Title from document title page. Document formatted into pages; contains viii, 79 p. : ill. Includes abstract. Includes bibliographical references (p. 66-68).

Thesis (M.S.)--Central Connecticut State University, 2008. / Thesis advisors: S. Louise Gould, Philip P. Halloran, Shelley Jones. " ... in partial fulfillment of the requirements for the degree of Master of Science in Mathematics." Includes bibliographical references (leaves 21-22). Also available via the World Wide Web.

Thesis (Ph.D.)--Michigan State University. Curriculum, Teaching, and Educational Policy, 2008. / Title from PDF t.p. (viewed on July 13, 2009) Includes bibliographical references (p. 275-279). Also issued in print.

Thesis (Ph.D.)--Indiana University, School of Education, 2008. / Title from home page (viewed on Jul 23, 2009). Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4293. Adviser: Genevieve M. Williamson.