This quantitative study explored whether or not the mathematics curriculum and instruction of the schools in the TennGaLina cluster were impacted by the place-based educational reform promoted by the Annenberg Rural Challenge. The study focused on the programs of five small rural Southern Appalachian schools. Qualitative methods of grounded theory were used to analyze data from interviews, surveys, and school artifacts.
| Identifer | oai:union.ndltd.org:UTENN/oai:trace.tennessee.edu:utk_graddiss-1504 |
| Date | 01 August 2008 |
| Creators | Green, Craig Alan |
| Publisher | Trace: Tennessee Research and Creative Exchange |
| Source Sets | University of Tennessee Libraries |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations |
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