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You searched for +publisher:"Vanderbilt University" +contributor:("Dr. Thomas Smith"). Showing records 1 – 3 of 3 total matches.

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Vanderbilt University

1. Larbi-Cherif, Adrian Mohamed. Investigating Relationships between Understanding of Inquiry Mathematics, District Context, and School Context on Principal Instructional Leadership Aimed at Ambitious Instruction.

Degree: PhD, Learning, Teaching and Diversity, 2017, Vanderbilt University

Several studies have identified positive relationships between strong principal instructional leadership and improved student outcomes. However, few researchers have examined how principals influence the nature of instruction, particularly as it relates to ambitious goals for student learning. I conducted a mixed-methods analysis to investigate relationships between principalsâ understanding of inquiry-oriented mathematics instruction, district context, school context, and the extent to which they implemented strategies that had the potential to support teachersâ development of ambitious instructional practices. In a logistic regression analysis, I found district membership significantly predicted the implementation of improvement strategies rather than principalsâ understanding of inquiry-oriented mathematics instruction. A follow-up qualitative analysis revealed that principals who implemented improvement strategies often sought out other instructional leaders (e.g. district math specialists, school math coach) to both diagnose issues in current math instruction and facilitate learning events (e.g. professional development) to foster improvements in the quality of instruction. Additionally, principals who implemented instructional improvement strategies worked in districts that provided more support for principals as instructional leaders and worked with teachers who had greater instructional expertise. Additional research is needed to understand how principals come to recognize and value instructional leaders with expertise in inquiry-oriented math instruction. Advisors/Committee Members: Dr. Paul Cobb (chair), Dr. Thomas Smith (committee member), Dr. Melissa Gresalfi (committee member), Dr. Leona Schauble (committee member).

Subjects/Keywords: policy implementation; principal instructional leadership; mathematics education; teacher learning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Larbi-Cherif, A. M. (2017). Investigating Relationships between Understanding of Inquiry Mathematics, District Context, and School Context on Principal Instructional Leadership Aimed at Ambitious Instruction. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-03262017-185728/ ;

Chicago Manual of Style (16th Edition):

Larbi-Cherif, Adrian Mohamed. “Investigating Relationships between Understanding of Inquiry Mathematics, District Context, and School Context on Principal Instructional Leadership Aimed at Ambitious Instruction.” 2017. Doctoral Dissertation, Vanderbilt University. Accessed March 25, 2019. http://etd.library.vanderbilt.edu/available/etd-03262017-185728/ ;.

MLA Handbook (7th Edition):

Larbi-Cherif, Adrian Mohamed. “Investigating Relationships between Understanding of Inquiry Mathematics, District Context, and School Context on Principal Instructional Leadership Aimed at Ambitious Instruction.” 2017. Web. 25 Mar 2019.

Vancouver:

Larbi-Cherif AM. Investigating Relationships between Understanding of Inquiry Mathematics, District Context, and School Context on Principal Instructional Leadership Aimed at Ambitious Instruction. [Internet] [Doctoral dissertation]. Vanderbilt University; 2017. [cited 2019 Mar 25]. Available from: http://etd.library.vanderbilt.edu/available/etd-03262017-185728/ ;.

Council of Science Editors:

Larbi-Cherif AM. Investigating Relationships between Understanding of Inquiry Mathematics, District Context, and School Context on Principal Instructional Leadership Aimed at Ambitious Instruction. [Doctoral Dissertation]. Vanderbilt University; 2017. Available from: http://etd.library.vanderbilt.edu/available/etd-03262017-185728/ ;

2. Dinger, Jason Micah. Primary school under-enrollment in Mozambique: exploring the effects of household influences on school enrollment decisions.

Degree: PhD, Leadership and Policy Studies, 2012, Vanderbilt University

The challenge of increasing school enrollment levels in sub-Saharan Africa has become a growing challenge as governments continue to build new schools while failing to see increases in school attendance rates. Recent literature has indicated that household factors and characteristics â rather than school supply â may be a growing determinant in enrollment decisions. Using data from a comprehensive household survey in Mozambique, we have attempted to define distinct household variables that increase the odds of school enrollment. Our results support previous findings that educational aspiration, parental education and household income remain critical inputs to school enrollment decisions. We also found specific household functions â such as language, transportation, and electricity â are also meaningful contributors to improving the odds of school enrollment. Households remain, however, a complex set of interconnected forces and household responses to school enrollment initiatives remains wide and unpredictable in many ways. Advisors/Committee Members: Dr. Stephen Heyneman (chair), Dr. Thomas Smith (committee member), Dr. Edward Fischer (committee member), Dr. Bart Victor (committee member).

Subjects/Keywords: Mozambique; enrollment; household influences; Primary school

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Dinger, J. M. (2012). Primary school under-enrollment in Mozambique: exploring the effects of household influences on school enrollment decisions. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-04242012-174844/ ;

Chicago Manual of Style (16th Edition):

Dinger, Jason Micah. “Primary school under-enrollment in Mozambique: exploring the effects of household influences on school enrollment decisions.” 2012. Doctoral Dissertation, Vanderbilt University. Accessed March 25, 2019. http://etd.library.vanderbilt.edu/available/etd-04242012-174844/ ;.

MLA Handbook (7th Edition):

Dinger, Jason Micah. “Primary school under-enrollment in Mozambique: exploring the effects of household influences on school enrollment decisions.” 2012. Web. 25 Mar 2019.

Vancouver:

Dinger JM. Primary school under-enrollment in Mozambique: exploring the effects of household influences on school enrollment decisions. [Internet] [Doctoral dissertation]. Vanderbilt University; 2012. [cited 2019 Mar 25]. Available from: http://etd.library.vanderbilt.edu/available/etd-04242012-174844/ ;.

Council of Science Editors:

Dinger JM. Primary school under-enrollment in Mozambique: exploring the effects of household influences on school enrollment decisions. [Doctoral Dissertation]. Vanderbilt University; 2012. Available from: http://etd.library.vanderbilt.edu/available/etd-04242012-174844/ ;

3. Schmidt, Rebecca Anne. Unpacking tracking: the role of instruction, teacher beliefs and supplemental courses in the relationship between tracking and student achievement.

Degree: PhD, Leadership and Policy Studies, 2013, Vanderbilt University

This project uses a large multi-state dataset to address three aspects of the relationship between tracking and student achievement that have been understudied. Chapter II establishes that rigorous instruction is substantially more common in high track classes. Rigorous instruction is defined as teaching that emphasizes justification and reasoning, and thus this gap between track levels represents a rationing of high status knowledge. However, this type of instruction only mediates a small proportion of the relationship between track level and achievement on state achievement tests. Chapter III finds that a developmental view of ability is significantly associated with student achievement. This conception of ability sees all students as capable of rigorous mathematics with the correct supports. Students in untracked settings whose teachers describe continuing to include low-achieving students in rigorous mathematics are predicted to out-score tracked students. Chapter IV shows that one support for low-achieving students outside the regular classroom, double dose instruction, can actually negatively impact their achievement, depending on the characteristics of the program. While some characteristics were associated with positive student achievement, only four schools employed these characteristics. In conclusion, I argue that each of these analyses provides a small window into policy and research direction for the future. If schools wish to support all students to succeed, they must emphasize rigorous mathematics not just among the highest-achieving, advocate for a developmental view of ability that sees all students as capable of success in this type of mathematics, and consider how the implementation of supports for students can be as important as the adoption of the supports as policy. Advisors/Committee Members: Dr. Kara Jackson (committee member), Dr. Christopher Loss (committee member), Dr. Ronald W. Zimmer (committee member), Dr. Thomas Smith (chair).

Subjects/Keywords: instructional quality; IQA; teacher beliefs; achievement; ability; middle school; double dose; support class; support classes; supplemental class; tracking; mathematics; supplemental classes

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Schmidt, R. A. (2013). Unpacking tracking: the role of instruction, teacher beliefs and supplemental courses in the relationship between tracking and student achievement. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-03142013-164523/ ;

Chicago Manual of Style (16th Edition):

Schmidt, Rebecca Anne. “Unpacking tracking: the role of instruction, teacher beliefs and supplemental courses in the relationship between tracking and student achievement.” 2013. Doctoral Dissertation, Vanderbilt University. Accessed March 25, 2019. http://etd.library.vanderbilt.edu/available/etd-03142013-164523/ ;.

MLA Handbook (7th Edition):

Schmidt, Rebecca Anne. “Unpacking tracking: the role of instruction, teacher beliefs and supplemental courses in the relationship between tracking and student achievement.” 2013. Web. 25 Mar 2019.

Vancouver:

Schmidt RA. Unpacking tracking: the role of instruction, teacher beliefs and supplemental courses in the relationship between tracking and student achievement. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2019 Mar 25]. Available from: http://etd.library.vanderbilt.edu/available/etd-03142013-164523/ ;.

Council of Science Editors:

Schmidt RA. Unpacking tracking: the role of instruction, teacher beliefs and supplemental courses in the relationship between tracking and student achievement. [Doctoral Dissertation]. Vanderbilt University; 2013. Available from: http://etd.library.vanderbilt.edu/available/etd-03142013-164523/ ;

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