The Effects of the Louisiana Systemic Initiative Project on Two Rural School Districts in Louisiana.
Date of Award
Doctor of Philosophy (PhD)
This study provides a description and analysis of the effects of a mathematics reform initiative on classrooms in two rural communities. It describes the sites, details interactions that take place in the classroom, and enumerates teachers' perceptions of the change. A mixed methodology was used to support the findings. Qualitative data were collected through classroom observations and interviews and quantitative data were gathered through questionnaires. Quantitative results indicated that teachers who participate in the training have the opportunity to learn more about new teaching strategies in mathematics and are likely to change their teaching practices in mathematics. Findings reflected that teachers were implementing the initiative in the classroom and were primarily using manipulatives, open-ended questions and cooperative learning groups in instruction. Qualitative results indicated that teachers and principals render a key role in the implementation of the reform. Additionally, teachers need opportunities for regular collaboration. Implications for theory practice and future research are presented.
Jones, Tanya Maria, "The Effects of the Louisiana Systemic Initiative Project on Two Rural School Districts in Louisiana." (1997). LSU Historical Dissertations and Theses. 6573.