자료유형  

 학위논문

Control Number  

0016933190

International Standard Book Number  

9798379686987

Dewey Decimal Classification Number  

370

Main Entry-Personal Name  

Harmon, M. Jill.

Publication, Distribution, etc. (Imprint  

[S.l.] : Utah State University., 2023

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2023

Physical Description  

1 online resource(306 p.)

General Note  

Source: Dissertations Abstracts International, Volume: 84-12, Section: A.

General Note  

Advisor: Moyer-Packenham, Patricia.

Dissertation Note  

Thesis (Ph.D.)--Utah State University, 2023.

Restrictions on Access Note  

This item must not be sold to any third party vendors.

Summary, Etc.  

요약In 2019, RAND Corporation asked teachers which digital programs they used. This dissertation study expanded on this research by exploring the features contained in these programs. The purpose of this study was to investigate the relationships between teachers' access to features and school, teacher, and feature characteristics. This study had two research questions: (1) Which of the six features are most commonly present within digital mathematics curriculum resources that teachers report using often? What percentages of teachers have access to each of the chosen features? (2) What are the relationships between teachers' access to six chosen features of digital math curriculum resources and (a) school characteristics (e.g., grand band, socioeconomic status), (b) teacher characteristics (e.g., experience), and (c) feature characteristics (e.g., feature choice)?To answer the research questions, I first reported descriptive statistics as percentages of teachers who had access to each of the six features, as well as predicted probabilities for access to each feature calculated from the null model of the multilevel logistical regression. These results showed that practice problems and instructional videos were significantly more likely than interactive scenarios for all grade band/socioeconomic status combinations except teachers at high income high schools. This showed that traditional teaching methods (in the form of practice problems and instructional videos) still dominate other methods (e.g., interactive scenarios), even when teachers use digital curricula. Next, I used the final model to explore these probabilities within subgroups of the sample. Key results from this analysis showed that high school teachers were significantly less likely than elementary teachers to have access to all features except create/revise content. This sheds light on differences between elementary and high school curricula choices. Based on these findings, it appears that there is an important need for more high-quality digital programs for high school mathematics content, but these should not be developed at the expense of the ability to Create and/or Revise content. Last, the study contributed to the field by finding that significant differences in socioeconomic levels do, in fact, exist regarding digital material use, but only for middle school teachers.

Subject Added Entry-Topical Term  

Teacher education.

Subject Added Entry-Topical Term  

Education.

Index Term-Uncontrolled  

Digital curriculum

Index Term-Uncontrolled  

Grade band

Index Term-Uncontrolled  

Logistic regression

Index Term-Uncontrolled  

Multilevel modeling

Index Term-Uncontrolled  

Socio-economic status

Index Term-Uncontrolled  

Teacher experience

Added Entry-Corporate Name  

Utah State University Education and Human Services

Host Item Entry  

Dissertations Abstracts International. 84-12A.

Host Item Entry  

Dissertation Abstract International

Electronic Location and Access  

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Control Number  

joongbu:639440