One of the major challenges in education today is improving the quality of classroom instruction for students at risk of failure in urban schools Most of these students come from disadvantaged circumstances that heighten the probability that they will not be successful in schools, but what may be considered their greatest risk factor is that their teachers and schools contribute to their failure and academic underachieve-

Teacher Expectations and Low-Achieving Students

Improving the Quality of Classroom Instruction for Students at Risk of Failure in Urban Schools

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At-Risk Students and School Restructuring.

The purpose of this study is to identify the paradigms and practices in mathematics education that shifted as a result of elementary school teacher participation in the California Education Mathematics and Science Professional Learning Initiative (CEMSPLI), Transforming Lives: The Mathematics Leadership Institute professional development program. The purpose of this program was to partner with a school district in Southern California to address historic underachievement within this marginalized community, specifically in mathematics. Through this partnership, the program proved effective in increasing students’ learning of mathematics. The Southern California schools who participated in the CEMSPLI grant experienced disproportionately high levels of positive improvement in mathematics achievement in their community, which is composed of predominately lower socio-economic students of color. This dissertation studies and amplifies the voices of teacher and principal participants in the CEMSPLI grant using qualitative, narrative inquiry methods. To complete this study, I interviewed three teachers and three principals who participated in the grant. I analyzed the collected data through the constructed lens of “Critical Determination,” and then based on the themes that emerged, I crafted a framework of suggestions for the optimal design of mathematics professional learning programs. AMPLIFYING TEACHER & PRINCIPAL VOICES FOR MATH PROFESSIONAL DEVELOPMENT 5 Dedication This culminating project and the accompanying blood, sweat, and tears associated with achieving completion were only navigable because of the foundation provided by my loving family. My beautiful and loving wife has been the picture of patience and support, without which my sanity would have long left me during this process. My girls, , have long provided me a purpose to persevere and accomplish more in order to prove to them that anything is possible no matter the obstacle. It’s the Jackson 4 against the world! My Grandma , who raised me when she didn’t have to, has always been one of my biggest cheerleaders, making me believe I could do anything, even when I doubted. Finally, my mom and Grandpa , who left us much too early, have always provided me inspiration to cherish and make something of my life in honor of their brief time here. This project is more for all of you than for the fickle world of education. “In all toil there is profit, but mere talk tends only to poverty.” Proverbs 14:23 ESV “Therefore we ought to support people like these, that we may be fellow workers for the truth.” 3 John 1:8 ESV “Do nothing from rivalry or conceit, but in humility count others more significant than yourselves. Let each of you look not only to his own interests, but also to the interests of others.” Philippians 2:3-4 ESV AMPLIFYING TEACHER & PRINCIPAL VOICES FOR MATH PROFESSIONAL DEVELOPMENT 6 Acknowledgements Along this long and arduous journey, many people have been instrumental along the path toward successfully completing the seemingly impossible. As will become evident in this work, we as humans long for and gravitate toward those we feel connected to and are motivated beyond our wildest expectations to not let these people down. This fact was what motivated me to complete this work. Dr. Jose Lalas, you have been that steady balance of push and support in the times when I needed each the most. This project would not have been completed without your expertise, steadfast guidance, and belief in me. Dr. Acquillahs Muteti, though we have not known each other long, I have latched onto and appreciated your style of leadership. Your example of persistence, determination, and positivity in the face of difficulty and injustice has resonated with me and provided needed guidance through some trying adversity. Dr. Brian Charest, we’ve known each other an even smaller amount of time, but in this briefest of time I have benefited from your guidance by becoming a stronger scholar because of my interactions with you. I hope to work together as colleagues someday. Finally, Dr. Heidi Strikwerda... I will go to the end of my days believing that this project would have likely never been completed without your undying, selfless, God-sent support through the darkest of hours. You started as a cohort mate to all of us and ended up as the force that tugged many of us through some of the more difficult setbacks of our journeys. I have given up asking why and have relented to just saying thank you! Thank you all for everything along this journey! AMPLIFYING TEACHER & PRINCIPAL VOICES FOR MATH PROFESSIONAL DEVELOPMENT 7 Table of

background

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Using Critical Determination in Amplifying Teacher and Principal Voices for Mathematics Professional Development: A Narrative Inquiry

This research is concerned with exploring teachers' and Roma students' experiences of the ESOL classroom within a further education institute in Yorkshire. Since teaching ESOL to teenagers, I began to realise that what influenced students' language development and learning the most was the practice and conduct of the teacher, a finding that was initially surprising. This, I noticed, was pertinent amongst the Roma students, therefore, what I did not notice then, but have come to recognise as increasingly problematic, is the extent to which the teacher's attitudes, interactions and communication with these students impacts on their attainment in class. I soon began searching for signs, clues and indications that would lead me to uncover the gap that evidently existed between the teacher and the students and how, if possible, this could be closed. This paper draws upon literature and various sources that focus on teachers' attitudes, experiences, interactions and relationships as well as students' barriers to learning, both in and out of the ESOL classroom. This study adopts a qualitative inquiry that focuses on inductive rather than deductive analytical approaches, utilising observations and focus groups to explore both teachers' and students' views. It is hoped that this study will provide a broad insight into the role and relationships of teachers and students in the ESOL classroom, and contribute to the relatively new discussion about the ways in which Roma students can be best supported, and to raise the awareness and skills of teachers working with these students. The results reveal that a greater understanding of students' backgrounds and their individual barriers to learning has a more positive effect on the outcome of the relationships and interactions that exist, not solely between Roma students and the teacher, but also between ESOL students in general.

Teachers' and Roma students' experiences of the ESOL classroom in Yorkshire.

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Teacher Self-Efficacy and Its Influence on Student Motivation

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Teacher Expectations and Low-Achieving Students

Citations

Improving the Quality of Classroom Instruction for Students at Risk of Failure in Urban Schools

At-Risk Students and School Restructuring.

Using Critical Determination in Amplifying Teacher and Principal Voices for Mathematics Professional Development: A Narrative Inquiry

Teachers' and Roma students' experiences of the ESOL classroom in Yorkshire.

Teacher Self-Efficacy and Its Influence on Student Motivation

Related Papers (5)

Teacher Expectations and Student Achievement.

At-Risk Students' Perceptions of Teacher Effectiveness.

Pleasing the Teacher: A Qualitative Look.

Effects of teacher's expectancy on student-teacher interaction.

Reflections on Research in Elementary Schools.