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dc.contributor.authorSchulz, Jonathan Edwarden_US
dc.date.accessioned2014-03-14T20:18:52Z
dc.date.available2014-03-14T20:18:52Z
dc.date.issued2011-11-18en_US
dc.identifier.otheretd-11212011-164859en_US
dc.identifier.urihttp://hdl.handle.net/10919/29707
dc.description.abstractThis design research study explored the potential of Curriculum Support Materials for promoting teaching as design. Conducted over a four-month period, the study traced the design, development, and pilot testing of a web site intended to serve as a professional development resource for teachers. The purpose of this exploratory study was to evaluate the web siteâ s potential for promoting elementary mathematics teachersâ understanding of teaching as a design activity and for supporting teachers in engaging in teaching as design. A team of four second grade teachers tested the web site during a two-week pilot unit on introducing the concepts of multiplication and division. Qualitative data were collected from these teachers through a planning and teaching log, a post-unit questionnaire, and a post-unit focus group interview. The findings indicated that the web site had the potential to promote teachersâ understanding of teaching as design, but that the web siteâ s potential as a stand-alone resource for supporting teachers in engaging in teaching as design was limited. Two specific features of the web site, the Unit Checklist and the videos addressing the related mathematics content, were identified as potentially valuable resources that could be incorporated into an ongoing professional development experience. Suggestions for revisions to the web site are discussed along with recommendations for further study.en_US
dc.publisherVirginia Techen_US
dc.relation.haspartSchulz_JE_D_2011.pdfen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjectcurriculum support materialsen_US
dc.subjectelementary mathematics leadershipen_US
dc.subjectteaching as designen_US
dc.titlePromoting Teaching as Design in Elementary Mathematics: Exploring the Potential of Curriculum Support Materialsen_US
dc.typeDissertationen_US
dc.contributor.departmentTeaching and Learningen_US
dc.description.degreeEd. D.en_US
thesis.degree.nameDoctor of Educationen_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineCurriculum and Instructionen_US
dc.contributor.committeechairWilkins, Jesse L. M.en_US
dc.contributor.committeememberNorton, Anderson H. IIIen_US
dc.contributor.committeememberMcCracken, Robert C.en_US
dc.contributor.committeememberBrill, Jennifer M.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-11212011-164859/en_US
dc.date.sdate2011-11-21en_US
dc.date.rdate2011-12-07
dc.date.adate2011-12-07en_US


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