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dc.contributor.advisorBorich, Gary D.en
dc.creatorZúñiga, Robin Etteren
dc.date.accessioned2012-08-09T14:14:39Zen
dc.date.available2012-08-09T14:14:39Zen
dc.date.created2012-05en
dc.date.issued2012-08-09en
dc.date.submittedMay 2012en
dc.identifier.urihttp://hdl.handle.net/2152/ETD-UT-2012-05-5092en
dc.descriptiontexten
dc.description.abstractRecent 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.en
dc.format.mimetypeapplication/pdfen
dc.language.isoengen
dc.subjectProgram evaluationen
dc.subjectLegacy cycleen
dc.subjectAdaptive expertiseen
dc.subjectMathematics teachersen
dc.titleAn evaluation of the challenge model of professional development : developing the adaptive expert for the mathematics classroomen
dc.title.alternativeDeveloping the adaptive expert for the mathematics classroomen
dc.date.updated2012-08-09T14:14:50Zen
dc.identifier.slug2152/ETD-UT-2012-05-5092en
dc.contributor.committeeMemberSvinicki, Marillaen
dc.description.departmentEducational Psychologyen
dc.type.genrethesisen
thesis.degree.departmentEducational Psychologyen
thesis.degree.disciplineEducational Psychologyen
thesis.degree.grantorUniversity of Texas at Austinen
thesis.degree.levelMastersen
thesis.degree.nameMaster of Artsen


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