Abstract

The purpose of this single case study was to determine if a preservice elementary teacher's instruction would be influenced by feedback on mathematics lessons. The focus of the research was on the use of the Instructional Quality Assessment (IQA) (Boston 2012) toolkit as an integral part in the feedback process. The IQA toolkit provides number ratings as well as qualitative descriptive ratings of various aspects of the mathematics lesson, defined under two constructs, or groups, labeled Academic Rigor and Accountable Talk. The researcher evaluated a preservice teacher's instruction on three occasions and facilitated feedback sessions following those observation sessions, integrating the number ratings of the IQA toolkit with the qualitative descriptions of expectations. It was found that there was an increase in ratings for both constructs of Academic Rigor and Accountable Talk over the period of three feedback cycles. There was a difference in how the students were facilitated in instruction over the three observations. The teacher became more aware of some of her behaviors in the classroom that contributed to the type of instruction given to students. In reviewing the literature, there was limited evidence of the use of the IQA toolkit for the iterative process of teaching, feedback, and teaching informed by feedback. This research is therefore useful in expanding the use of the IQA toolkit for feedback purposes. Preservice teachers as well as in-service teachers can benefit from feedback focused on mathematics teaching that makes them more aware of their strengths and weaknesses so they are able to adjust instruction based on the feedback received.

Graduation Date

2018

Semester

Spring

Advisor

Dixon, Juli

Degree

Doctor of Philosophy (Ph.D.)

College

College of Education and Human Performance

Degree Program

Education; Mathematics Education Track

Format

application/pdf

Identifier

CFE0006983

URL

http://purl.fcla.edu/fcla/etd/CFE0006983

Language

English

Release Date

May 2018

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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