A case study of a district's intended and unintended results connected to the implementation of a required ninth-grade algebra 1 strategic initiative

dc.contributor.advisorDavis, Tomen_US
dc.contributor.authorMirshah-Nayar, Afsaneh Afieen_US
dc.contributor.departmentEducation Policy, and Leadershipen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2016-06-22T05:43:46Z
dc.date.available2016-06-22T05:43:46Z
dc.date.issued2015en_US
dc.description.abstractThere is a long history of debate around mathematics standards, reform efforts, and accountability. This research identified ways that national expectations and context drive local implementation of mathematics reform efforts and identified the external and internal factors that impact teachers’ acceptance or resistance to policy implementation at the local level. This research also adds to the body of knowledge about acceptance and resistance to policy implementation efforts. This case study involved the analysis of documents to provide a chronological perspective, assess the current state of the District’s mathematics reform, and determine the District’s readiness to implement the Common Core Curriculum. The school system in question has continued to struggle with meeting the needs of all students in Algebra 1. Therefore, the results of this case study will be useful to the District’s leaders as they include the compilation and analysis of a decade’s worth of data specific to Algebra 1.en_US
dc.identifierhttps://doi.org/10.13016/M2CN2C
dc.identifier.urihttp://hdl.handle.net/1903/18188
dc.language.isoenen_US
dc.subject.pqcontrolledEducational administrationen_US
dc.subject.pquncontrolledAlgebra 1en_US
dc.subject.pquncontrolledEducationen_US
dc.subject.pquncontrolledPolicyen_US
dc.titleA case study of a district's intended and unintended results connected to the implementation of a required ninth-grade algebra 1 strategic initiativeen_US
dc.typeDissertationen_US

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