It was proposed that student mathematics gain scores on the Georgia Criteria Referenced Competency Test (CRCT], motivation ant1 teacher expectation might be explained by teacher perceptions of the selected independent variables: Instructional I leadership, professional development, teacher methodology, achievement lesson planning, teacher instructional delivery and teacher college preparation. The correlation design did not include a control group. Thirty-seven of the 48 teachers responded to a 51 -item, five-point ordinal scale questionnaire in a metropolitan Atlanta elementary school. Significant correlations were student CRCT performance; motivation and teacher expectations were intercorrelated and all three variables were significantly correlated with the Achievement Lesson Planning system (ALPS), college preparation, instructional supervision, math grouping, and staff professional development. Higher order thinking skills (HOTS) were only significantly related to CRCT and teacher expectation. Based on these results. five third grade teachers were selected for treatment, and were asked to rate their 95 students' ability to respond to higher order thinking skills in addition to providing teacher and student demographic information. Based on the results of both surveys, a treatment was conducted to counteract the identified causal variables for low student responsiveness in teaching of higher order thinking skills in order to improve student mathematic performance. The researcher (the principal) trained the third grade teachers to function as a Grade Achievement 1em (GAT) on the Empowerment Management of meeting (EMOM) model and to utilize the ALPS to plan lessons so as to counteract the causal variables for low student performance and to teach for higher order thinking skills utilizing the Observation Based Instructional Assessment System (OBIA). The results of ANOVA indicated that all teachers made significant gains on the teaching of HOTS in mathematics. In a factor analysis, HOTS gain scores in mathematics were loaded in component I inversely only with teacher gender. The results of regression analysis indicated that student CRCT math performance was significantly predicted only by their Pre-CRCT score and teacher rating of their math performance. It was suggested that the principal provided professional development at the Grade Achievement Team (GAT) level in the Management of Meeting (EMOM) model for conducting Achievement Lesson Planning System (ALPS) and Observation Based Instructional Assessment (OBIA) on the teaching of higher order thinking skills (HOTS).
| Identifer | oai:union.ndltd.org:auctr.edu/oai:digitalcommons.auctr.edu:dissertations-1595 |
| Date | 01 May 2009 |
| Creators | Battle, Danielle Sanders |
| Publisher | DigitalCommons@Robert W. Woodruff Library, Atlanta University Center |
| Source Sets | Atlanta University Center |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | ETD Collection for Robert W. Woodruff Library, Atlanta University Center |
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