dc.contributor.author	Chapman, Christina
dc.date.accessioned	2025-06-04T16:59:17Z
dc.date.available	2025-06-04T16:59:17Z
dc.date.issued	2025-05-20
dc.identifier.other	f2f326ab-8b84-4a5e-aebe-9574601f9b27	en_US
dc.identifier.uri	https://hdl.handle.net/10428/7441
dc.description.abstract	Proficiency in math continues to be a success indicator for students who graduate from high school. Research has shown that many students drop out of school, due to a lack of understanding in math foundations. State and national data show a deficiency in math understanding among elementary, middle, and high school students. Over the years, states have modified their math standards to be more aligned with the necessary content knowledge and skills that are needed to be mastered by students for each grade level.The purpose of this study is to determine if the type of instructional approach used in math affects the success outcomes in math. The two instructional approaches examined in this study are the lecture model of instruction and the math workshop model of instruction. The math workshop model of instruction utilizes student motivation, differentiation, and engagement to meet students where they are and to help create a learning path that is conducive to understanding the foundations and applications of mathematical principles and skills. The data for this study was collected through pre- and post-assessment scores, survey data, and focus group data. The data combined will offer insight as to whether one type of instruction is more effective than the other regarding students' achievement in math. The data suggests that the math workshop model of instruction is effective in teaching mathematics to middle school students. The overall performance of workshop students was significantly higher than lecture students across multiple assessments. Although the perceptions of students in both the workshop and lecture model students were similar among most of the survey domains investigated, workshop students did perceive their classrooms as being more controlled, or better managed, than the lecture students.	en_US
dc.format.extent	1 electronic record. PDF/A document, 164 pages, 2891490 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Academic achievement--Evaluation	en_US
dc.subject	Activity programs in education	en_US
dc.subject	Classroom environment	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Education	en_US
dc.subject	Educational evaluation	en_US
dc.subject	Educational surveys	en_US
dc.subject	Individualized instruction	en_US
dc.subject	Mathematics--Study and teaching	en_US
dc.subject	Middle school students	en_US
dc.subject	Teaching--Methodology	en_US
dc.title	A Mixed Methods Study of the Math Workshop Model of Instruction in Middle School	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Downey, Steve
dc.description.committee	Jung, Jiyoon
dc.description.committee	Smith, Matthew
dc.description.degree	Ed.D.	en_US
dc.description.major	Curriculum, Leadership & Technology	en_US