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The Impact Of A Math Mentoring Program T... - Document (567 K) |
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| Author |
Bodie, Kathleen M. |
| Title |
The Impact Of A Math Mentoring Program To Prepare New Elementary Teachers To Teach Mathematics |
| Date created |
2009 |
| Abstract |
This qualitative case study examined the effect the first year of an elementary mathematics induction program had on the mathematics content knowledge, pedagogical repertoire, confidence, classroom practice, and student achievement for six new elementary teachers in a suburban school district. The study also examined which components of this job-embedded professional development program influenced the teachers' practice the most. Data was collected through semi-structured interviews with the six volunteer teachers, questionnaires, journals, and student assessment results. The major findings from the study showed that: (1) teachers' perception of their instructional practice, particularly their ability to question student thinking, math content knowledge, and confidence to teach mathematics improved as a result of the program; and, (2) teachers benefited the most from the opportunity to regularly observe their mentor teach a mathematics lesson, followed by the opportunity to discuss mathematics and related pedagogical issues with their cohort and mentor. Implications from the findings include the benefit of instituting content-focused, job-embedded professional development during a new teacher's first year in a district that provides regular opportunities for new teachers to observe a skilled veteran teacher teach mathematics lessons and to have peer discussions regarding the teaching of mathematics. Limitations of the study included the role of the Assistant Superintendent as researcher and developer of the program and the small sample size. Recommendations for future study include following: the effect on teaching practice after the second year in the math mentoring program; the effect of the program on mentors; the effect of mathematics self-efficacy on mathematics teaching self-efficacy and student achievement. |
| Use Restrictions |
I hereby allow Boston College to include and preserve my dissertation/thesis in electronic form in the Boston College Institutional Repository, which shall include the right to publicly post my dissertation/thesis on the World Wide Web. I will retain copyright ownership, but I grant to Boston College the non-exclusive right to copy, distribute, and publicly display my dissertation/thesis in any form as may be necessary or convenient in the future as file formats, storage media, and distribution mechanisms evolve. |
| Subject |
Elementary Mathematics |
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Elementary Teachers |
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Embedded Professional Development |
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Mathematics Pedagogy |
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Mentor Program |
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Mentoring |
| Publisher |
Boston College |
| Link to Item |
2345/633 |
| Thesis Advisor |
Starratt, Robert J. |
| Degree Name |
EdD |
| Degree Grantor |
Boston College. Lynch School of Education. |
| Sys. No. |
000010554 |
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