{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/108098"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/108098","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Effecting change in middle school mathematics","abstract":"Mathematics achievement has been the focal point of many conversations in education today. Many post-secondary education and careers require higher levels of mathematics proficiency than ever before. Many schools often attempt to fix the math problem when students enroll in high school when it is often too late. Math instruction must be improved prior to high school in order for students to be prepared for high school mathematics and beyond. Principal leadership during the middle-level grades play an imperative role to improve mathematics prior to high school. Through a consultative approach and using data from questionnaires, interviews, and teacher observations, my findings supported a framework to assist the middle school principal as she led mathematics improvement in her school. Middle-level principals are typically not content experts in all areas. This can be intimidating and can often leave middle level leaders struggling to initiate systematic changes to improve instruction and student achievement. This project outlines how middle-level principals improve mathematics instruction through a consultative approach. Building on a collaborative approach that builds on equity and collective efficacy, this project outlines the blueprint for middle-level leaders to ensure that teachers are supported with clear direction and professional development to initiate positive change that will ultimately improve student achievement in mathematics. This was an iterative process provide opportunities for the middle-level principal to learn and reflect on leadership while working with teachers at the ground level. Leading adaptive change is difficult and collaborating with a consultant who also serves as the high school principal where student will attend has built a stronger, more credible rationale to improve mathematics improvement in the middle school.","abstract_html":"Mathematics achievement has been the focal point of many conversations in education today. Many post-secondary education and careers require higher levels of mathematics proficiency than ever before. Many schools often attempt to fix the math problem when students enroll in high school when it is often too late. Math instruction must be improved prior to high school in order for students to be prepared for high school mathematics and beyond. Principal leadership during the middle-level grades play an imperative role to improve mathematics prior to high school. Through a consultative approach and using data from questionnaires, interviews, and teacher observations, my findings supported a framework to assist the middle school principal as she led mathematics improvement in her school. Middle-level principals are typically not content experts in all areas. This can be intimidating and can often leave middle level leaders struggling to initiate systematic changes to improve instruction and student achievement. This project outlines how middle-level principals improve mathematics instruction through a consultative approach. Building on a collaborative approach that builds on equity and collective efficacy, this project outlines the blueprint for middle-level leaders to ensure that teachers are supported with clear direction and professional development to initiate positive change that will ultimately improve student achievement in mathematics. This was an iterative process provide opportunities for the middle-level principal to learn and reflect on leadership while working with teachers at the ground level. Leading adaptive change is difficult and collaborating with a consultant who also serves as the high school principal where student will attend has built a stronger, more credible rationale to improve mathematics improvement in the middle school.","abstract_has_math":false,"creators":["Bagdasarian, Shahe"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Ed Organization and Leadership","degree_department":null,"school":null,"contributors":["Herrmann, Mary","Burbules, Nicholas","Witt, Allison","Welton, Anjalé"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-08-26T23:51:26Z","date_published":"2020-08-26T23:51:26Z","updated_at":"2026-07-22T22:24:47Z","subjects":["Mathematics achievement, middle school"],"languages":["en"],"rights":["Copyright 2020 Shahe Bagdasarian"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/108098","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Herrmann, Mary","Burbules, Nicholas","Witt, Allison","Welton, Anjalé"]},{"key":"dc:creator","label":"Author","values":["Bagdasarian, Shahe"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2020-08-26T23:51:26Z","2022-08-26T23:58:55Z","2020-04-01","2020-05"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Ed Organization and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Mathematics achievement, middle school"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2020 Shahe Bagdasarian"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/108098"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Mathematics achievement has been the focal point of many conversations in education today. 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This project outlines how middle-level principals improve mathematics instruction through a consultative approach. Building on a collaborative approach that builds on equity and collective efficacy, this project outlines the blueprint for middle-level leaders to ensure that teachers are supported with clear direction and professional development to initiate positive change that will ultimately improve student achievement in mathematics. This was an iterative process provide opportunities for the middle-level principal to learn and reflect on leadership while working with teachers at the ground level. 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This project outlines how middle-level principals improve mathematics instruction through a consultative approach. Building on a collaborative approach that builds on equity and collective efficacy, this project outlines the blueprint for middle-level leaders to ensure that teachers are supported with clear direction and professional development to initiate positive change that will ultimately improve student achievement in mathematics. This was an iterative process provide opportunities for the middle-level principal to learn and reflect on leadership while working with teachers at the ground level. Leading adaptive change is difficult and collaborating with a consultant who also serves as the high school principal where student will attend has built a stronger, more credible rationale to improve mathematics improvement in the middle school.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2022-05-01","The student, Shahe Bagdasarian, accepted the attached license on 2020-03-25 at 14:00.","The student, Shahe Bagdasarian, submitted this Dissertation for approval on 2020-03-25 at 14:10.","This Dissertation was approved for publication on 2020-04-01 at 15:18.","DSpace SAF Submission Ingestion Package generated from Vireo submission #14918 on 2020-08-25 at 17:27:11","Made available in DSpace on 2020-08-26T23:51:26Z (GMT). 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