This mixed methods study is a program evaluation of Newfoundland and Labrador’s Excellence in Mathematics Strategy commencing in 2007 with a curriculum review leading to the implementation of the Western and Northern Canadian Protocol Common Curriculum Framework in K-12 mathematics along with the implementation of numeracy support teachers in classrooms across the province. The goals of the Strategy were to improve student achievement with the curriculum change; to support teachers, students, and parents; and to encourage an increased interest and enthusiasm for mathematics. This study included a quantitative analysis of the provincial mathematics assessment results in Grades 3, 6, and 9 from 2007 to 2012 by comparing assessment items that were common to both the old and new curricula, and comparing results of items anchored in 2011 and 2012. Assessment results demonstrated inconsistent results on common curriculum items. Results of items anchored decreased in all grades in 2011 but items anchored in 2012 increased in all grades. Another quantitative analysis was conducted on the effect of numeracy support teachers (known elsewhere as mathematics specialists, coaches, or mentors) on students’ mathematics achievement in schools having Grade 3 and 6 classrooms receiving numeracy support from 2007 to 2011. Schools with numeracy support in Grades 3 and 6 for four years were mostly lower-achieving schools and had achievement results move closer over time to schools receiving one or no years of support which were mostly higher achieving schools. Schools receiving support in both Grades 3 and 6 had the highest proportion of students moving from below standard to at/above standard on rubric-scored open-constructed response questions. A qualitative analysis was conducted of focus groups with numeracy support teachers and supported the quantitative analysis of the provincial assessment results. Numeracy support teachers shared their observations of teachers’ unconventional assessment methods and students’ increase in communicating, reasoning, problem solving, and strategizing about mathematics. Lower-achievers were more engaged in these classrooms and manipulative use in problem solving improved. Numeracy support teachers witnessed physical and attitudinal changes through planning, modelling, co-teaching, and reflecting with teachers thereby helping change the culture of students’ classrooms. The goal of numeracy support teachers to build capacity in their teachers through collaboration was evident in some classrooms as beliefs and habits were changing, but some were resistant. / Graduate / 0280 / 0727 / karen.m.moore@gmail.com

In seeking to account for variation in the performance of new and small firms entrepreneurship theory has experienced a shift away from approaches which attribute success to personal characteristics in favour of approaches emphasizing the social context of resource acquisition and mobilization. This study develops and tests a new theoretical model concerning relations between vision, support and new venture performance based on Sooklal's (1991) grounded theory of visionary leadership. In doing so, it addresses theoretical and methodological weaknesses associated with past efforts. Four stages of data collection were required to execute the study. Phases One and Two were used to develop the instrumentation for measuring entrepreneurial vision. Phase Three was a small-scale pilot study. Phase Four, the main component of the study, was utilized to test the research hypotheses. This final phase entailed semi-structured interviews with a random sample of 50 Newfoundland firms incorporated in 1993. Employing Wold's method of Partial Least Squares analysis, five of the nine hypotheses concerning relations amongst seven theoretical constructs were statistically significant. In general, there was strong support for the contribution of both vision and support in the theoretical model. Higher performance were found to be positively influenced by both vision reach (i. e. the "ambitiousness" of the vision) and the strength of received support. Increased support strength was associated with greater vision reach and greater diversity of value-based (i. e. without expectation of reciprocal benefit) and convenience-based (i. e. relationships based on economic exchange) supporters. Contrary to expectations, visions that focused on either internal or external dimensions were associated with greater insider and outsider supporter diversity. The relative importance of predictor constructs in the model was substantially different for urban versus rural firms. Overall, the model was found to possess useful predictive power. The results of the study indicate that vision and supporter diversity play an important role in the strength of support received by start-up entrepreneurs and that both entrepreneurial vision and the strength of received support contribute to new venture performance. In developing the measurement model for the research, many of the indicators for the theoretical constructs were either adapted from other disciplines or newly developed in the absence of pre-existing measures of vision and to overcome weaknesses associated with past "network" studies of support. This measurement model was found to possess satisfactory validity and provides a substantial base upon which further advancements can be made. Practitioners stand to benefit from the predictive power of the model and the insights the model provides concerning performance-enhancing start-up activities beyond the business plan.

No description available.

Thesis (Ph. D.)--University of Toronto, 2005. / Source: Dissertation Abstracts International, Volume: 66-10, Section: A, page: 3662. Includes bibliographical references (p. 241-256).

Thesis (Ph. D.)--University of Toronto, 2007. / Source: Dissertation Abstracts International, Volume: 68-05, Section: A, page: 1735.

Mémoire (B.Sc.)--Université du Québec à Chicoutimi, 1990. / Document électronique également accessible en format PDF. CaQCU

Thèse (D.R.M.)--Université du Québec à Montréal, 1995. / Document électronique également accessible en format PDF. CaQCU

Thesis (M.A)--Memorial University of Newfoundland, 1999. / Bibliography: leaves [199]-212.

Thesis (M.Ed.)--Memorial University of Newfoundland, 1999. / Bibliography: p. 85-101.

Thesis (Ph. D.)--Duke University, 2007.