Mathematics TEKS Connections Program in Texas: Follow-Up Analysis of Teacher Trainers' Attitudes and Systematic Observation of Elementary Mathematics Instruction

Abstract

The purpose of this study is to examine two components of a statewide professional development program designed to improve mathematics instruction in Texas: perceptions of train-the-participants and mathematics classroom processes during mathematics instruction. The dissertation utilized a multiple journal article format to explore each component as a stand-alone, yet connected, study using data from an evaluation of the statewide professional development program.

The first study explored the impact of the train-the-trainer model used in the professional development program. An online survey was administered to participants to determine their attitudes about a new mathematics curriculum, as well as the potential impact of the curriculum on teacher knowledge and student achievement in mathematics. Descriptive statistics identified the number of trainers who provided professional development in Texas. Independent sample t-tests revealed no statistically significant differences in the attitudes of the participant groups. A content analysis identified themes related to conceptual knowledge, instructional strategies, and classroom interaction as possible impact on teacher content knowledge and student achievement.

The second study examined the long-term effects of the statewide professional development program on mathematics classroom processes from one elementary school district in Texas. Quantitative analysis of the systematic classroom observation indicated significant differences in the classroom processes of teachers who participated versus those who did not participate in the professional development program. Descriptive statistics identified the most frequently observed Setting, Instructional Orientation, and Instructional Practice used by teachers, and t-test identified significant different in the classroom processes of teachers who participated versus those who did not participate in the professional development program.

The findings from this dissertation have implications on mathematics education research. First, curriculum developers should monitor trainers' attitudes about curriculum materials on an on-going basis to establish differences over time. Second, classroom observations should follow professional development to determine the long term effects of the strategies used by teachers during mathematics instruction.