Facilitating Instructional Change: A Case Study on Diffusion of Curriculum Innovation

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dc.contributor.authorMitchell, Corinne Beloveden
dc.contributor.committeechairJohnson, Estrellaen
dc.contributor.committeememberNorton, Anderson Hassellen
dc.contributor.committeememberWawro, Meganen
dc.contributor.departmentMathematicsen
dc.date.accessioned2023-08-16T08:00:20Zen
dc.date.available2023-08-16T08:00:20Zen
dc.date.issued2023-08-15en
dc.description.abstractWhile much research has been conducted on train-the-trainer models for diffusing curriculum innovations at the K-12 level, not much is known about how such models play out at the undergraduate level, especially with newer curriculum innovations using student-centered instruction. I present findings from one such project: a case study on the second-generation facilitation of a professional development group focused on supporting instructors teaching with the Inquiry-Oriented Abstract Algebra (Larsen et al., 2013) curriculum materials. I investigate the relationship between the intent of the instructional support model and the facilitator's beliefs and goals for the professional development, using video data collected from a series of online meetings and from the facilitator's classroom in the year prior to his facilitation. Results indicate that the facilitator's orientations and goals around sharing authority and creating supportive learning environments, especially for women participants, both modify and stabilize the intentions of the TIMES project (NSF Awards: #1431595, #1431641, #1431393) as a whole, and the train-the-trainer model as a subsidiary.en
dc.description.abstractgeneralWhile much research has been conducted on train-the-trainer models for spreading curriculum innovations at the K-12 level, not much is known about how such models play out at the undergraduate level, especially with newer curriculum innovations using student-centered instruction. I present findings from one such project: a case study on the second-generation facilitation of a professional development group focused on supporting instructors teaching with the Inquiry-Oriented Abstract Algebra (Larsen et al., 2013) curriculum materials. These are student-centered instructional materials designed to engage students with developing and formalizing mathematical ideas as members of a classroom community, as opposed to passive lecture-based teaching. I investigate the relationship between the intent of the instructional support model and the facilitator's beliefs and goals for the professional development, using video data collected from a series of online meetings and from the facilitator's classroom in the year prior to his facilitation. Results indicate that the facilitator's orientations and goals around sharing authority and creating supportive learning environments, especially for women participants, both modify and stabilize the intentions of the TIMES project (NSF Awards: #1431595, #1431641, #1431393) as a whole, and the train-the-trainer model as a subsidiary.en
dc.description.degreeMaster of Scienceen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:38309en
dc.identifier.urihttp://hdl.handle.net/10919/116048en
dc.language.isoenen
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectprofessional developmenten
dc.subjectinquiry-oriented curriculaen
dc.subjectinstructional changeen
dc.titleFacilitating Instructional Change: A Case Study on Diffusion of Curriculum Innovationen
dc.typeThesisen
thesis.degree.disciplineMathematicsen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.levelmastersen
thesis.degree.nameMaster of Scienceen

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