Date of Award

5-1-2009

Degree Type

Dissertation

University or Center

Clark Atlanta University(CAU)

School

School of Education

Degree Name

Ed.D.

Department

Educational Leadership

First Advisor

Dr. Trevor Turner

Second Advisor

Dr. Ganga Persaud

Third Advisor

Dr. Edward Williams

Abstract

The purpose of the study was to determine if student achievement in mathematics can be improved by student and teacher related variables such as the use of higher order thinking skills/Bloom's taxonomy, teaching styles and techniques, lesson plans, staff development, socioeconomic status, gender of students, attendance, student learning styles, student motivation, and student perceptions of class climate. The sample included 121 second-grade students taught by nine teachers from a high-achieving suburban school in Georgia. The teacher evaluation model was based on NCATE standards. Persuades (1 993, 2008) Observation-Based Instructional Assessment (OBIA) system and Lesson Plan Form in Alignment with OBIA was the basis of treatment in which supervisors worked with teachers to improve their lesson planning and delivery. The study used both a quasi-experimental research design and correlational research design to explore the relationship of teacher-related variables and student-related variables to academic achievement in mathematics. Twelve hypotheses were tested using paired-samples t test, repeated measures ANOVA, chi-square test of independence, and Pearson correlations. The alpha level for the study was .05.

The researcher posed 12 research questions and found (a) significant changes in CRCT performance categories from pretest to posttest; (b) significant differences in teacher participants' use of lower-order thinking skills fiom pre-assessment to -; (c) OBIA teacher input variables (procedural communications, students' social experiences, previous content taught, related subject matter, assessment of student performance, and positive social management) were related to improved mathematics achievement; (d) staff development was moderately correlated with student achievement in mathematics; (e) student socioeconomic status was positively related to student achievement in mathematics; and (f) student attendance was moderately correlated with student achievement in mathematics.

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