Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.721913
Title: Giving teachers a voice within the teacher effectiveness paradigm : a mixed methods study focusing on teachers' perceptions of the impact of their classroom practices on student outcomes in mathematics
Author: Mulligan, Maria McMahon
Awarding Body: University of Lincoln
Current Institution: University of Lincoln
Date of Award: 2016
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Abstract:
The purpose of this research is to add to the teacher effectiveness research paradigm by furthering understanding about how teachers promote student learning and achievement in mathematics. Across the teacher effectiveness paradigm, there has been a great deal of research that quantitatively measures the value added by teachers to student achievement on standardised tests. However, there is a current under-representation of the voices of teachers about how and why certain factors promote student achievement in mathematics. Therefore, in order to address the complexity of the teaching and learning process, this mixed methods study draws upon secondary TIMSS 2011 data, as well as qualitative interview data from fourth class teachers in Ireland and Northern Ireland. Results from this study highlight qualitative teacher insights as an essential tool for understanding the complex process through which teacher-related factors influence student learning and achievement in mathematics. Several factors which were perceived to promote student achievement on fourth class standardised mathematics tests were revealed. These factors include promoting constant revision of mathematics concepts, engaging in a collaborative staff strategic plan for assessing and addressing student underachievement on standardised tests, communicating a strong positive attitude towards mathematics to students, and holding consecutive years of experience at the same grade level. In addition, teacher insights were instrumental for understanding TIMSS score differences between Ireland and Northern Ireland. These findings suggest that researchers within the teacher effectiveness paradigm, as well as educational policymakers, should recognise teachers as experts regarding the teaching and learning process and include their insights in future studies through use of qualitative methodology. Furthermore, quantitative teacher effectiveness studies should consider including qualitative teacher insights in order to gain a deeper understanding of quantitative findings.
Supervisor: Beckton, Julian Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.721913  DOI: Not available
Keywords: X300 Academic studies in Education
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