research exp and plans

Research Activities and Accomplishments	Additional Preparation Needed	Planned Future Activities	Research Products

RESEARCH ACTIVITIES AND ACCOMPLISHMENTS

2011-2012

Possible Title:

Change in mathematics instruction on rate of change or slope before and after professional development on content and rich task creation.

Research Question :

What is the level of teacher knowledge on various representations of slope? (Content Assessment) Before and after immersion in content over summer professional development.

What are the characteristics of a lesson or unit of study where slope or rate of change is included as perceived by teachers prior to professional development? (Each teacher will bring a copy of a lesson or unit that includes rate of change/slope; Interview)

What are the characteristics of a lesson or unit of study where slope or rate of change is included as perceived by teachers after initial professional development is completed? (Teacher’s will develop a unit of study where rate of change/slope is included; Interview after initial professional development and after facilitation of the unit.)

What are teacher’s views on rich task creation of lesson(s) on rate of change/slope?

Summer/Fall 2010
Completed the study and per the survey results did not find the growth that was evident during observations. I contribute this to the awareness the teachers in our school districts exposure to the Rule of 5, the 5Es, cognitive demand, and the creation of rich tasks and units of study around bigger topics vs chapters. Teacher beliefs did affect the implementation of lessons with some truly believing that they were encouraging student engagement and developing or discovering concepts by giving students a worksheet to fill out. The concepts had already been topics, vocabulary identified, and students now had to apply that to various graphs. I also saw where some teachers dove into the ideas and forgot the balance between conceptual understanding and skill proficiency. I felt that was where I, as the district coordinator, had to step in and pull them back a little by asking thought provoking questions.
The study was written up and submitted to the American Secondary Education Journal.
         Title: Beliefs and the Implementation of the Function Approach

Pilot Study: Teacher Beliefs and Their Effects on Student Achievement in Secondary Mathematics
A mixed methods approach will be used to study teacher beliefs before and after professional development that focuses on the function approach to teaching and learning algebra. There will be two formats for the professional development. One will be based on the MSP grant through UVA and will consist of 4 days in the summer and a monthly followup. Teachers will be expected to practice what they learn and to reflect on their actions along with their students. The second format is through our county school system and will consist of 2 days in the summer and a quarterly followup. The focus for the sessions will be the same however the UVA sessions will have more time on task. Four teachers, preferably from the UVA sessions and from Spotsylvania County, will be requested to be observed while teaching a unit of study. Student data to be gathered will include Math 8 SOL scores,and Math 8 end-of-course grade for those in Algebra I. Teacher beliefs will be also analyzed to determine any changes using a belief survey instrument. Observations and interviews will be conducted with the four teachers who will be teachers of Algebra I. I will attempt to have two of the teachers be participants in the study and two who have not participated. Depending on the teachers who agree to participate in the observations and interview portion will determine if the teachers will be full year Algebra I teachers who have their students every other day or teachers who are instructors of the Algebra I Double Block course where they see their students daily. These two courses differ in the level of students. Full year Algebra I students have typically passed the Math 8 SOL and the Math 8 course. The students in double block did not pass one or both of the assessments.

Some of my research questions for the study, at this time are:
Does the function approach to teaching effect student achievement?   Quantitative (data)
Is there a difference in growth for students in full year Algebra I and those in Algebra I double block? Quantitative (data)
Is there a difference in growth of students who have teachers in the professional development and those who are not participating?
Does engagement in a professional development effect teacher beliefs with instruction? Quantitative (survey), Qualititative (observations and interview)
How does the teacher perceive student engagement and achievement for those involved in the professional development.

Documents submitted to HSRB.

We have teachers in our school district at all levels of growth from very traditional to trying to facilitate the function approach (standards-based) in our Algebra I and Algebra II courses. During the professional development I had teachers say that they are sold on the methodology but numerous emotions are present along with HOW do they implement the progression of learning. To date I have seen more teachers interested and truly involved in the professional learning experiences, asking questions, and even requesting that I collaborate and observe them. This will be an interesting school year.

ADDITIONAL PREPARATION NEEDED

At this time I have created two instruments, content knowledge, and a survey that probes into the equity issue along with a beliefs and attitude survey. Concerned that this may be too much.
Central Office Mathematical Leader Survey
Administrator Mathematical Survey
Teacher Mathematical Survey

PLANNED FUTURE RESEARCH ACTIVITIES

Pilot for my future dissertation. Considering Spotsylvania County and Caroline County Schools.

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RESEARCH PRODUCTS

The pilot study on teacher beliefs and the implementation of the function approach for algebra courses was written up and submitted to the American Secondary Education Journal in early September. Notice stated that it would be about six months before I heard anything.
Title: Beliefs and the Implementation of the Function Approach