An evaluation of the challenge model of professional development : developing the adaptive expert for the mathematics classroom

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An evaluation of the challenge model of professional development : developing the adaptive expert for the mathematics classroom

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dc.contributor.advisor Borich, Gary D.
dc.creator Zúñiga, Robin Etter
dc.date.accessioned 2012-08-09T14:14:39Z
dc.date.available 2012-08-09T14:14:39Z
dc.date.created 2012-05
dc.date.issued 2012-08-09
dc.date.submitted May 2012
dc.identifier.uri http://hdl.handle.net/2152/ETD-UT-2012-05-5092
dc.description.abstract Recent research on teachers’ achievement goals suggests that the teacher with a mastery goal is more likely to retain a high degree of interest in teaching, more willing to seek help with their teaching, and less likely to report professional ‘burnout.’ Section one of this study extends this line of research by testing the hypothesis that teachers with mastery goals toward teaching are more likely to display the traits of the adaptive expert. Achievement goals and adaptive expertise are measured for a sample of secondary school mathematics teachers who have attained National Board Teacher Certification. A multiple regression model is used with score on the adaptive expertise measure as the dependent variable and four independent variables. The second part of this study proposes the development and evaluation of a challenge-based model of professional development. The Legacy Cycle has been used extensively to teach transfer and adaptive expertise to college students. It has not been used, however, in the professional development of teachers. A professional development program using the Legacy Cycle for teaching high school Algebra teachers how to implement a new conceptually-based Algebra 1 curriculum is proposed. Its accompanying evaluation plan will enable further exploration of the role teacher goal orientation and school climate play in a teacher’s willingness and ability to innovate; and if having an adaptive expert in the classroom can improve student learning.
dc.format.mimetype application/pdf
dc.language.iso eng
dc.subject Program evaluation
dc.subject Legacy cycle
dc.subject Adaptive expertise
dc.subject Mathematics teachers
dc.title An evaluation of the challenge model of professional development : developing the adaptive expert for the mathematics classroom
dc.title.alternative Developing the adaptive expert for the mathematics classroom
dc.date.updated 2012-08-09T14:14:50Z
dc.identifier.slug 2152/ETD-UT-2012-05-5092
dc.contributor.committeeMember Svinicki, Marilla
dc.description.department Educational Psychology
dc.type.genre thesis
dc.type.material text
thesis.degree.department Educational Psychology
thesis.degree.discipline Educational Psychology
thesis.degree.grantor University of Texas at Austin
thesis.degree.level Masters
thesis.degree.name Master of Arts

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