Date of Award

2019

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

Abstract

This quantitative study focused on mathematical professional development for high-poverty elementary schools in Tennessee. The purpose of this study was to determine if there was a significant difference in teacher perspective regarding three research-based categories: teacher preparation, teacher beliefs, and instructional practices. Each of the categories was viewed through teachers years of experience, school achievement, and school poverty level. For the purposes of this study, school poverty level was partitioned into three groups. Data analysis revealed a statistically significant difference in teacher beliefs and instructional practices between the second and third highest poverty levels.

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