Primary Advisor/Dissertation Chair
Dr. Jennifer Carlson
Secondary Advisor/Reader One
Dr. Rachelle Loven
Dr. Melody Schopp
This qualitative case study investigated the two highest math growth rates at two Title I schools in a mid-size, Midwestern school district. This research focused on the leadership factors that may have attributed to the math growth rate. Open-ended interviews, structured interviews, surveys, focus groups, and document analysis were used to collect data. This study uncovered the leadership factors teachers and principals attributed to the math growth rate. The focus of this study was on leadership decisions made before and after students walked into and out of the classroom that have an effect on math achievement. This study also explored how leaders use their influence to change the conditions of an organization (Block, 2009; Grenny, Patterson, Maxfield, McMillan, Switzler, 2013, Heath, 2010). This study researched the factors that lead to math success in the classroom which include background knowledge, socioeconomic status, parent involvement, early reading success, and grit and perseverance. (Buckner, Bassuk, &Weinreb, 2001; Herbers, Cutuli, Supkoff, Heistad, Chan, Hinz, & Masaten, 2012; Morissey, Hutchinson, & Winsler, 2014; Okpala, Okpala, & Smith, 2001; Park & Holloway, 2017; Lawson et. al., 2010; VanVelsor & Orozco, 2007; Wilder, 2014; Proehl, Ayon, Braganza, & Sosa, 2017; Wang & Neihart, 2015; Goodwin & Miller, 2018; Laure, 2015; Perking-Gough, 2013). One finding from this study is that teacher collaboration and formal intervention among grade levels at the elementary schools attributed to math achievement.
Case Study, Focus Group, Interview, Survey (attitude scale, opinion, questionnaire)
Achievement, At-risk Students, Grades/ Student Performance, Leadership
Hiatt, Stephanie, "Tilting the Floor: Uncovering Leadership Factors Teachers and Principals Attribute to Math Growth Rate in Two Title I Schools" (2019). School of Education and Leadership Student Capstone Theses and Dissertations. 4477.
School of Education Student Capstone Theses and Dissertations