Date of Award
3-17-2020
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Joseph Nichols
Committee Members
Gwen Neil; Jacques Singleton; Kimberley Davis
Call Number
LD 251 .A566d 2019 B73
Abstract
This study focused on principals and math teachers’ perceptions on how the 1003G School Improvement Grant improved academic achievement at five schools in the Arkansas Delta. Data was collected through face to face interviews. Interview questions consisted of open-ended questions that were general, but yet aimed at comprehending the perceptions of selected principals and math teachers. The questions were specific to how the principals and math teachers perceived math achievement improved from pre grant periods to post grant periods; how they perceived math assessment strategies improved from pre grant periods to post grant periods; and how they perceived math instructional strategies improved from pre grant periods to post grant periods. Interview questions were created using Bryant’s survey questions that were relevant to the perceptions of principals and math teachers, assessment strategies, and instructional strategies. The target population for this study consisted of one junior high school and four high schools that were located in the Arkansas Delta. Participants were interviewed in a face to face setting. The study was guided by three research questions: Q1. How did principals and mathematics teachers perceive that mathematics achievement improved from pre-grant to post grant periods in the Arkansas Delta? Q2. How did principals and mathematics teachers perceive that mathematic assessment strategies improve from the pre-grant to post grant eras in the Arkansas Delta? Q3. How did principals and mathematics teachers perceive that mathematic instructional strategies improved from the pre-grant to post grant eras in the Arkansas Delta? There were seven other research questions that helped drive this qualitative study as well. These questions helped the researcher pull everything together discussing the effectiveness of the 1003g school grant, principals perceptions about school utilized in-service training, what a rigorous curriculum aligned to national, state, and local standards looks like, what staff members should be on the school’s leadership team to guide improvement efforts, how often should formative assessments be administered and why, how principals and teachers felt about teacher evaluations, and how principals and teachers felt about principal evaluations. According to the perceptions of the participants in this study, mathematics achievement, mathematics instructional strategies, and mathematics assessment strategies improved a great deal from pre-grant to the post grant era. The improvement occurred because of the investment in human capital in these five schools.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Bruce, Gheric E., "The Federal 1003G Title I School Improvement: Perceptions of Principals and Teachers of Mathematics Regarding Program Outcome of Five Arkansas Delta Schools" (2020). Student Theses and Dissertations. 421.
https://arch.astate.edu/all-etd/421
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons
