A study of the elementary math program utilized by a mid-Missouri school district

This qualitative study focused on one Mid-Missouri school district and was designed to collect and analyze teachers' and administrators' perceptions regarding the elementary math program for the purpose of program improvement. The district utilized ability grouping including acceleration for elementary math instruction. This study was analyzed using a constructivist framework and consideration was given to the theories of both Piaget and Vygotsky. Based on teachers' and administrators' perceptions, the accelerated math classes met the needs of the highest ability math students. Overall, according to teachers, the elementary math program did not meet the needs of the lowest students at the fourth and fifth grade levels where the accelerated math classes were being utilized.

A case study of secondary school principals' perceptions of a teacher evaluation system in one northwest Missouri school district

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The purpose of this qualitative study was to examine principals' perceptions of the Missouri Educator Evaluation System (MEES) utilized in one northwest Missouri school district. Increasing public criticism over traditional teacher evaluation systems and federal mandates prompted school districts to re-design and implement new teacher evaluation models. This study gathered principals' perceptions of the impact of the MEES model. Information gathered was grouped into themes and sub-themes using three tools from the model, Professional Growth Plans, Walkthroughs, SLO's. Data collected through individual interviews, a focus group and document analysis informed the study. The population included thirteen secondary administrators, which had implemented the MEES model. An interpretive analysis of data was completed to make the following conclusions; principals perceived the walkthrough observations to have the most impact on classroom instruction, while the professional growth plans (PGP's) and student learning objectives (SLO's) had minimal effect on classroom instruction; likely due to incomplete and improper implementation. It is recommended the district continue to train principals on the MEES teacher evaluation system to increase the impact the MEES model has on classroom instruction.