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A Multi-Case Study of Elementary Classroom Teachers' Transitions to Reform-Based Mathematics Instruction

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A Multi-Case Study of Elementary Classroom Teachers' Transitions to Reform-Based Mathematics Instruction AN ABSTRACT OF THE DISSERTATION OF Elizabeth Busch White for the degree of Doctor of Philosophy in Education presented on April 19, 2004. Title: A Multi-Case Study of Elementary Classroom Teachers' Transitions to Reform-Based Mathematics Instruction. Abstract approved: Redacted for privacy M. Higgins The National Council of Teachers of Mathematics published their vision of active, problem-centered instruction with a goal of conceptual understanding in 1989. Fifteen years after these reforms were proposed the changes are reflected in school policy and elementary mathematics curriculum, but only limited change has actually occurred in classroom instruction. With the belief that the classroom teacher is the key person affecting educational change, thiscase study examines the journey of five elementary classroom teachers as they transformed their mathematics instruction from traditional to reform-based, with thepurpose of identifying the key elements that influenced the changes. This is a multi-case study involving five elementary classroom teachers who have recently been the ecipient of the Elementary Presidential Award for Excellence in Teaching Mathematics. All of these teachers began teaching with traditional textbook programs and have changed their teaching to reform-based, problem- centered instruction. Over the course of two one-hour interviews each teacher told the story of his or her changes, explaining the influences, the key resources, the influential people, and the support they received in the process. The cases are individually presented; then all five are examined together in a cross-case analysis using a constructivist theoretical perspective. Three key elements were found to be influential in the teachers' change journeys. First, all five were self-motivated to make changes in their mathematics instruction. They were looking for practices that would give their students both better understanding and positive dispositions. All believed the reform-based instruction met these goals.Second, all five engaged in rich professional discussions about the changes they were making. These discussions were in groups with high levels of trust, in which the teachers freely shared concerns and successes, asked questions, and compared experiences. They were learning communities that supported the teachers' development of pedagogy and knowledge, allowing them to become confident practitioners. Finally, all five teachers were passionate about their teaching. The learning of their students and the improvement of their teaching were the prime considerations in the changes they adopted and the knowledge and skills they developed. © Copyright by Elizabeth Busch White April 19, 2004 All Rights Reserved A Multi-Case Study of Elementary Classroom Teachers' Transitionsto Reform-Based Mathematics Instruction Elizabeth Busch White A DISSERTATION Submitted to Oregon State University In partial fulfillment of the requirements for the degree of Doctor of Philosophy Presented April 19, 2004 Commencement June 2004 Doctor of Philosophy dissertation of Elizabeth Busch White presented on April 19, 2004 APPROVED: Redacted for privacy Major Professor, representing Redacted for privacy ation Redacted for privacy Dean of the/Grad'uate School I understand that my dissertation will become part of the permanent collection of Oregon State University libraries. My signature below authorizes release of my dissertation to any reader upon request. Redacted for privacy Elizabeth Busch White, Author ACKNOWLEDGEMENTS When I retired from teaching elementary school five years ago, this day was nowhere on my imagined horizon. Thinking I would keep in touch with education, I pursued the idea of supervising student teachers. But thanks to the encouragement of Nancy, Karen, and Ken I found myself teaching classes to the MAT cohort. Iwas hooked. And I have never doubted the decision to take this road. I first want to express my appreciation to all the denizens of Education Hall. The people that I encounter every day in the halls, at the mailboxes,on the stairs, and in the offices have, without exception, always been friendly and supportive. How fortunate I feel to have such a nurturing place to work and study. If the world knew how very special educators are, there wouldnever be a shortage of teachers. I would like to give thanks to the five incredible women on my committee. Karen's mentoring of my teaching, my research, andmy writing has been invaluable. She has a perfect sense of balance between giving me the independence to work things out on my own and the support of right-on suggestions that guideme to success. Nora, Eileen, Dale and Sharon have offered their clear thinking and helpful advice throughout this process. I consider all five role modelswhat examples they are for me in their scholarship, their service, and their caring. Three friends who started the doctoral program with me have been important in my reaching this goal. Kathy was instrumental in getting the participants inmy research. Our talks about mathematics teaching have helpedme in both my own teaching and in my research. Kathy, Kirky, and Diane have been encouragers, emotional supporters and friends through the long hours of work. It is amazing how they seem to know just when I need a call or e-mail. Their listening to me, my listening to them, and our shared experiences have made the process less lonely. They have celebrated with me as I reached each benchmark. It is great to have guides and supporters, but there is something extra special about fellow travelers. I want to thank the five teachers who so willingly let me into their classrooms and who openly shared their stories with me. With so much bad news about schools these days, it was refreshing to spend time with these positive, upbeat, enthusiastic teachers. I hope I have represented their stories so that readers will be encouraged that education is not failing and that excellent teaching is thriving. I hope the stories will help us understand how to help teachers develop the passion that these teachers find in their teaching. Finally, thank you to Hugh and Sarah. Without their being behind this silly idea one hundred percent, I never could have done it. Who retires from a thirty-three year career and then gets a doctorate? Their understanding and acceptance of the time and energy that flowed into this accomplishment has been what has allowed me to get through. It can never be denied that getting a doctorate is a family effort. I feel blessed by all their supportive encouragement and cheering-on. I have kept a quote by my computer these last few months. It says, "Crossing the finish line takes only seconds. Let me enjoy the wonderful process it takes to reach it." I have enjoyed the process, and that is primarily because all the people mentioned above had made it so wonderful. TABLE OF CONTENTS Page CHAPTER 1: INTRODUCTION The Problem 1 Background 2 The Questions 9 Significance of the Study 9 Researcher's Connections 11 Definition of Terms 12 CHAPTER 2: REVIEW OF THE LiTERATURE Introduction 16 Change 17 Introduction 17 Individual Change 18 Educational Reform 26 Constructivism 30 Background 30 Classroom Practices 36 Teacher Knowledge for Mathematical Reform 40 Content Knowledge 40 Pedagogical Knowledge 43 Summary 49 TABLE OF CONTENTS (Continued) Page CHAPTER 3: METHODOLOGY Introduction 52 Choosing Participants 53 Informed Consent 55 Data Collection 55 First Interview 55 Observations 56 Second Interview 57 Award Application Packet 58 Summary 59 Analysis 60 Introduction 60 Single Cases 60 Cross-Case Analysis 62 Validity and Reliability 63 Introduction 63 Validity and Reliability 64 Reflexivity of Researcher 67 CHAPTER 4: RESULTS Introduction 69 The Case of Patsy Miller 72 The Case of Skip Munson 89 The Case of Michael Patrick 107 The Case of Rose Sharon 123 The Case of Jane White 138 TABLE OF CONTENTS (Continued) Page Summary 153 CHAPTER 5: CROSS-CASE ANALYSIS Introduction 155 Theoretical Perspective 157 Analysis 160 Introduction 160 Motivation and Introduction to Innovations 160 Initial Support 163 Ongoing Support and Continued Development 170 Summary 174 CHAPTER 6: CONCLUSIONS Introduction 177 Summary of Methods and Research Questions 177 Key Findings 179 Beliefs 179 Community 180 Teaching Connections 181 Limitations of the Study 182 Discussion on Findings 183 Recommended Applications 185 Recommendations for Further Research 186 Concluding Thoughts 187 TABLE OF CONTENTS (Continued) Page REFERENCES APPENDICES Appendix A: Questionnaire 198 Appendix B: Informed Consent Document 200 Appendix C: General Inquiry for First Interview 205 Appendix D: Observation Protocol 207 Appendix E: Guiding Questions 209 Appendix F: Chart Summaries of Key Elements 212 LIST OF FIGURES Figure Page 1.Patsy Miller's Journey 88 2.Skip Munson's Journey 106 3.Michael Patrick's Journey 122 4. Rose Sharon's Journey 137 5.Jane White's Journey 152 LIST OF CHARTS Chart Page 1. Summary of The Characteristics of the Five Teachers 69 2. Summary of Key Elements of Patsy Miller's Change Journey 213 3. Summary of Key Elements of Skip Munson's Change Journey 214 4. Summary of Key Elements of Michael Patrick's Change Journey 215 5. Summary of Key Elements of Rose Sharon's Change Journey 216 6. Summary of Key Elements of Jane White's Change Journey 217 7.Meta-Matrix of Key Elements in All Five Cases 161 A MULTI-CASE STUDY OF ELEMENTARY CLASSROOM TEACHERS' TRANSITIONS TO REFORM-BASED MATHEMATICS INSTRUCTION Chapter 1: Introduction The Problem The purpose of this qualitative study
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