Mathematics Curriculum Coaching and Elementary School Students’ Mathematics Achievement in a Northeast Tennessee School System

<p>Educators and policymakers have demonstrated interest in finding ways to better equip mathematics teachers so they can help students achieve at a higher level. Academic coaching has been identified as an effective professional development activity for teachers. The purpose of this study was to investigate the difference between students’ achievement levels before and after a mathematics initiative in a Northeast Tennessee school district. In this study I analyzed grades 3 – 6 students’ Tennessee Comprehensive Assessment Program or TCAP scores in the year prior to the hiring of a mathematics coach and their respective scores 2 years after the placement of the mathematics coach. All statistical analyses were analyzed at a .05 level of significance. All null hypotheses under both research questions were analyzed with a pairsampled t-test using repeated-measures design. The results indicate significant difference in students’ TCAP scores prior to and after specialist. Scores after specialist were significantly higher than scores before specialists. The difference was present for students who attended Title I schools as well as for students who attended non-Title I schools. School administrators and school district leaders can benefit from such a study because it presents academic coaching as a viable means to equip teachers so they can help students increase their achievement in mathematics.</p>

Name thesis:degree_name

EdD (Doctor of Education)

Level thesis:degree_level

Dissertation - unrestricted

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.issued

2013

Author dc:creator

• Valente, Evandro R

• Peer-coaching
• student achievement
• mathematical content knowledge
• mathematical pedagogical knowledge
• standard-based teaching
• Curriculum and Instruction
• Education
• Elementary and Middle and Secondary Education Administration

Statement dc:rights

• Copyright by the authors.

Repository record dc:identifier

https://dc.etsu.edu/etd/1783

OAI identifier oai:identifier

oai:dc.etsu.edu:etd-2425