Defense Date
2024
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Education
First Advisor
Dr. Michael Broda
Second Advisor
Dr. Lisa Abrams
Third Advisor
Dr. Elizabeth Edmundson
Fourth Advisor
Dr. Aimee Ellington
Abstract
This explanatory sequential mixed methods study aims to understand to what extent and how teacher beliefs and practices toward mathematics teaching and learning change after participating in a state-approved online Mathematics Specialist Program and the aspects of the program that contributed to the change. Although research suggests a positive change in teacher beliefs after participation in face-to-face Mathematics Specialist Programs, little research exists concerning online programs. In addition, there needs to be more research on how participants' positive beliefs are explained and recognized in mathematics coaches' practices as they go about their daily work. Multilevel growth modeling of survey data, semi-structured interviews, and go-along interviews will be used to examine the research questions.
Rights
© The Author
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
11-29-2025