Author(s)

Nicole Santora

Date Approved

5-11-2011

Document Type

Dissertation

Degree Name

Ed.D. Educational Leadership

Department

Educational Leadership

College

College of Education

First Advisor

Sharp, Martin

Subject(s)

Education--Standards--New Jersey;Mathematics--Study and teaching

Disciplines

Elementary and Middle and Secondary Education Administration

Abstract

The purpose of this action research project was to afford teachers with data regarding their eighth grade students' current levels of proficiency on the New Jersey's mathematics standard. Through professional development, teachers were provided with the opportunity to use these data to create an instructional plan in which they could focus their instruction on the specific standards in which their students were not demonstrating proficiency. The data were collected through a comparison of student performance on the pre-assessment and post-assessment of the standards, interviews, questionnaires, and a leadership attribute survey. The first conclusion was that a formative assessment program had a positive effect on student proficiency of the mathematics standards. The second conclusion was that professional development had a positive effect on changing teachers' formative assessment practices. The third conclusion was that the researcher's leadership style had a positive impact on increasing students' proficiency of the mathematics standards.

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