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Common Themes Associated with Teacher-Identified Obstacles To Utah State University DigitalCommons@USU All Graduate Theses and Dissertations Graduate Studies 5-2014 Common Themes Associated with Teacher-Identified Obstacles to Implementing Change in Mathematics Instruction Attributable to Participation in Mathematics Professional Development Ronald A. Twitchell Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/etd Part of the Education Commons Recommended Citation Twitchell, Ronald A., "Common Themes Associated with Teacher-Identified Obstacles ot Implementing Change in Mathematics Instruction Attributable to Participation in Mathematics Professional Development" (2014). All Graduate Theses and Dissertations. 4033. https://digitalcommons.usu.edu/etd/4033 This Dissertation is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Theses and Dissertations by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. COMMON THEMES ASSOCIATED WITH TEACHER-IDENTIFIED OBSTACLES TO IMPLEMENTING CHANGE IN MATHEMATICS INSTRUCTION ATTRIBUTABLE TO PARTICIPATION IN MATHEMATICS PROFESSIONAL DEVELOPMENT by Ronald A. Twitchell A dissertation submitted in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY in Education Approved: Amy Bingham-Brown, Ed.D. Patricia Moyer-Packenham, Ph.D. Major Professor Committee Member Susan Turner, Ph.D. James Cangelosi, Ph.D. Committee Member Committee Member Joseph Matthews, Ed.D. Mark R. McLellan, Ph.D. Committee Member Vice President for Research and Dean of the School of Graduate Studies UTAH STATE UNIVERSITY Logan, Utah 2014 ii Copyright © 2014 Ronald A. Twitchell All Rights Reserved iii ABSTRACT Common Themes Associated With Teacher-Identified Obstacles to Implementing Change in Mathematics Instruction Attributable to Participation in Mathematics Professional Development by Ronald A. Twitchell, Doctor of Philosophy Utah State University, 2014 Major Professor: Amy Bingham-Brown, Ed.D. Department: School of Teacher Education and Leadership This study had three purposes: first, explore the phenomenon of secondary mathematics teachers’ experience in secondary mathematics professional development (MPD); second, determine the existence of positive changes in teacher attitudes after completing secondary MPD; and third, if a positive change in teacher attitude existed, describe the contents of the shared experiences in secondary MPD to make explicit their structure and meaning that cannot be revealed through ordinary observations. It was the intent of this study to identify positive changes in teacher attitudes, not to measure their magnitude. This study implemented a mixed-methods design using descriptive statistics and categorical analysis on data from pre- and postsurveys to determine the existence of positive change in teacher attitudes and phenomenological data analysis from in-depth interviews of participants of a MPD experience. iv The study had two research questions. The first research question was, “Can teachers with initially poor attitudes about MPD gain positive attitudes in one or more of the four areas of MPD through mandated participation in MPD?” The second was, “If a change in teacher attitude is identified, can phenomena associated with that change be categorized within one or more of the four areas of MPD?” Three instruments were used: electronic versions of the Local Systematic Change Through Teacher Enhancement Mathematics 6-12 Survey referred to as Survey 1 and a self-report survey referred to as Survey 2, and multiple in-depth interviews of select participants of a common MPD. Analysis of data from Survey 1 identified eight participants as possible candidates to participate in the interview process of which six were supported by data from Survey 2. Four of six possible candidates accepted an invitation to participate in two in-depth interviews each. There was evidence that teachers with initially poor attitudes about MPD can gain positive attitudes in one or more of the four domains of MPD through mandated participation in MPD. However, the answer to the second research question remained unanswered as results from data analysis were inconclusive. Three recurring themes surfaced from the interviews: (a) the need for explicit learning targets, (b) need for professional treatment of participants, and (c) obstacles to the four domains of MPD. (289 pages) v PUBLIC ABSTRACT Common Themes Associated With Teacher-Identified Obstacles to Implementing Change in Mathematics Instruction Attributable to Participation in Mathematics Professional Development by Ronald A. Twitchell, Doctor of Philosophy Utah State University, 2014 This study had three purposes: first, explore any common phenomenon of secondary mathematics teachers’ experience in secondary mathematics professional development (MPD); second, determine if there were positive changes in teacher attitudes after completing secondary MPD; and finally, if a positive change in teacher attitude was identified, describe the shared experiences in secondary MPD to in a way that cannot be revealed through ordinary observations. It was the intent of this study to identify positive changes in teacher attitudes not to measure their magnitude. This study implemented a mixed methods design using descriptive statistics and categorical analysis on data from pre- and post-surveys to search for any positive change in teacher attitudes and data analysis from in-depth interviews of participants of a MPD experience. The study had two research questions. The first research question was, “Can teachers with initially poor attitudes about MPD gain positive attitudes in one or more of the four areas of MPD through mandated participation in MPD?” The second was, “If a vi change in teacher attitude is identified, can phenomena associated with that change be categorized within one or more of the four areas of MPD?” Three instruments were used: electronic versions of the Local Systematic Change Through Teacher Enhancement Mathematics 6-12 Survey referred to as Survey 1 and a self-report survey referred to as Survey 2, as well as multiple in-depth interviews of select participants of a common MPD. Analysis of data from Survey 1 identified eight participants as possible candidates to participate in the interview process of which six were supported by data from Survey 2. Four of the six candidates accepted an invitation to participate in two in-depth interviews each. There was evidence that teachers with initially poor attitudes about MPD can gain positive attitudes in one or more of the four domains of MPD after participating in mandated MPD. However, the answer to the second research question remained unanswered because results from data analysis were inconclusive. Three recurring themes surfaced from the interviews: (a) the need for explicit learning targets, (b) need for professional treatment of participants, and (c) obstacles to the four domains of MPD. vii DEDICATION I dedicate this work to my friends and family who have sustained me throughout this experience. I am greatly appreciative for your understanding and encouragement. I thank both my parents and my wife’s parents for their belief in me and for their examples. I appreciate the patience and love from my children, Dennis, Auralea, Becca, Ashley, and Kohl. I give special thanks to my dear wife, Debbie. I could not succeed without her loving support. She is the reason for the faith that continued to lift me up and allowed me to press forward. viii ACKNOWLEDGMENTS I express my gratitude to the members of my committee who shared their time and talents to support and advise me. I admire and respect their insight and dedication. I give special thanks to Dr. Moyer-Packenham and Dr. Turner for their extra help and insight. I learned a great deal about writing and qualitative research because of their extra efforts in this educational opportunity. I also acknowledge the members of the mathematics professional development leadership team for their help in writing and presenting the training used in this study. Ronald A. Twitchell ix CONTENTS Page ABSTRACT ................................................................................................................... iii PUBLIC ABSTRACT ................................................................................................... v DEDICATION ............................................................................................................... vii ACKNKOWLEDGMENTS .......................................................................................... viii LIST OF TABLES ......................................................................................................... xi LIST OF FIGURES ....................................................................................................... xii CHAPTER I. INTRODUCTION .......................................................................................... 1 Background of the Problem ............................................................................ 2 Problem Statement .......................................................................................... 4 Significance of the Problem ............................................................................ 4 Definition of Terms......................................................................................... 5 Purpose of the Study ......................................................................................
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