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Relationships Between School, Teacher, and Feature Characteristics and Teachers' Access to Features Within Digital Curriculum Resources for Mathematics Instruction- [electronic resource]
Relationships Between School, Teacher, and Feature Characteristics and Teachers' Access to Features Within Digital Curriculum Resources for Mathematics Instruction- [electronic resource]
상세정보
- 자료유형
- 학위논문파일 국외
- 최종처리일시
- 20240214101215
- ISBN
- 9798379686987
- DDC
- 370
- 저자명
- Harmon, M. Jill.
- 서명/저자
- Relationships Between School, Teacher, and Feature Characteristics and Teachers Access to Features Within Digital Curriculum Resources for Mathematics Instruction - [electronic resource]
- 발행사항
- [S.l.]: : Utah State University., 2023
- 발행사항
- Ann Arbor : : ProQuest Dissertations & Theses,, 2023
- 형태사항
- 1 online resource(306 p.)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
- 주기사항
- Advisor: Moyer-Packenham, Patricia.
- 학위논문주기
- Thesis (Ph.D.)--Utah State University, 2023.
- 사용제한주기
- This item must not be sold to any third party vendors.
- 초록/해제
- 요약In 2019, RAND Corporation asked teachers which digital programs they used. This dissertation study expanded on this research by exploring the features contained in these programs. The purpose of this study was to investigate the relationships between teachers' access to features and school, teacher, and feature characteristics. This study had two research questions: (1) Which of the six features are most commonly present within digital mathematics curriculum resources that teachers report using often? What percentages of teachers have access to each of the chosen features? (2) What are the relationships between teachers' access to six chosen features of digital math curriculum resources and (a) school characteristics (e.g., grand band, socioeconomic status), (b) teacher characteristics (e.g., experience), and (c) feature characteristics (e.g., feature choice)?To answer the research questions, I first reported descriptive statistics as percentages of teachers who had access to each of the six features, as well as predicted probabilities for access to each feature calculated from the null model of the multilevel logistical regression. These results showed that practice problems and instructional videos were significantly more likely than interactive scenarios for all grade band/socioeconomic status combinations except teachers at high income high schools. This showed that traditional teaching methods (in the form of practice problems and instructional videos) still dominate other methods (e.g., interactive scenarios), even when teachers use digital curricula. Next, I used the final model to explore these probabilities within subgroups of the sample. Key results from this analysis showed that high school teachers were significantly less likely than elementary teachers to have access to all features except create/revise content. This sheds light on differences between elementary and high school curricula choices. Based on these findings, it appears that there is an important need for more high-quality digital programs for high school mathematics content, but these should not be developed at the expense of the ability to Create and/or Revise content. Last, the study contributed to the field by finding that significant differences in socioeconomic levels do, in fact, exist regarding digital material use, but only for middle school teachers.
- 일반주제명
- Teacher education.
- 일반주제명
- Education.
- 키워드
- Grade band
- 기타저자
- Utah State University Education and Human Services
- 기본자료저록
- Dissertations Abstracts International. 84-12A.
- 기본자료저록
- Dissertation Abstract International
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008240612s2023 us |||||||||||||||c||eng d■001000016933190
■00520240214101215
■006m o d
■007cr#unu||||||||
■020 ▼a9798379686987
■035 ▼a(MiAaPQ)AAI30525902
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aHarmon, M. Jill.
■24510▼aRelationships Between School, Teacher, and Feature Characteristics and Teachers' Access to Features Within Digital Curriculum Resources for Mathematics Instruction▼h[electronic resource]
■260 ▼a[S.l.]:▼bUtah State University. ▼c2023
■260 1▼aAnn Arbor :▼bProQuest Dissertations & Theses, ▼c2023
■300 ▼a1 online resource(306 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 84-12, Section: A.
■500 ▼aAdvisor: Moyer-Packenham, Patricia.
■5021 ▼aThesis (Ph.D.)--Utah State University, 2023.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aIn 2019, RAND Corporation asked teachers which digital programs they used. This dissertation study expanded on this research by exploring the features contained in these programs. The purpose of this study was to investigate the relationships between teachers' access to features and school, teacher, and feature characteristics. This study had two research questions: (1) Which of the six features are most commonly present within digital mathematics curriculum resources that teachers report using often? What percentages of teachers have access to each of the chosen features? (2) What are the relationships between teachers' access to six chosen features of digital math curriculum resources and (a) school characteristics (e.g., grand band, socioeconomic status), (b) teacher characteristics (e.g., experience), and (c) feature characteristics (e.g., feature choice)?To answer the research questions, I first reported descriptive statistics as percentages of teachers who had access to each of the six features, as well as predicted probabilities for access to each feature calculated from the null model of the multilevel logistical regression. These results showed that practice problems and instructional videos were significantly more likely than interactive scenarios for all grade band/socioeconomic status combinations except teachers at high income high schools. This showed that traditional teaching methods (in the form of practice problems and instructional videos) still dominate other methods (e.g., interactive scenarios), even when teachers use digital curricula. Next, I used the final model to explore these probabilities within subgroups of the sample. Key results from this analysis showed that high school teachers were significantly less likely than elementary teachers to have access to all features except create/revise content. This sheds light on differences between elementary and high school curricula choices. Based on these findings, it appears that there is an important need for more high-quality digital programs for high school mathematics content, but these should not be developed at the expense of the ability to Create and/or Revise content. Last, the study contributed to the field by finding that significant differences in socioeconomic levels do, in fact, exist regarding digital material use, but only for middle school teachers.
■590 ▼aSchool code: 0241.
■650 4▼aTeacher education.
■650 4▼aEducation.
■653 ▼aDigital curriculum
■653 ▼aGrade band
■653 ▼aLogistic regression
■653 ▼aMultilevel modeling
■653 ▼aSocio-economic status
■653 ▼aTeacher experience
■690 ▼a0530
■690 ▼a0515
■71020▼aUtah State University▼bEducation and Human Services.
■7730 ▼tDissertations Abstracts International▼g84-12A.
■773 ▼tDissertation Abstract International
■790 ▼a0241
■791 ▼aPh.D.
■792 ▼a2023
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16933190▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
