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The Impact of Experience on Elementary School Teacher Affective Relationship with Mathematics

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Author(s)
Salzer, John
Keywords
Elementary School Teachers
Affective Relationship
Mathematics
Teacher Attitudes toward Math
Ethical Leadership
Elementary Education and Teaching
Mathematics

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URI
http://hdl.handle.net/20.500.12424/91219
Online Access
http://digitalcommons.olivet.edu/edd_diss/14
http://digitalcommons.olivet.edu/cgi/viewcontent.cgi?article=1013&context=edd_diss
Abstract
This study was designed as an exploratory examination of the impact of teaching experience on elementary school teachers’ affective relationships with mathematics. A self-reporting survey was used to examine a wide variety of experience factors, including factors related to quantity of experience, type of experience, and post-certification training opportunities (n = 275). Participants were also asked to identify services that might impact their affective relationships with mathematics. This study resulted in recommendations for seven follow-up studies to gain insight into factors that significantly correlated to teacher attitudes toward math or to their perceived changes in attitudes over time. Recommended practices for school districts and Education Service Agencies were also given. iii
Date
2010-05-01
Type
text
Identifier
oai:digitalcommons.olivet.edu:edd_diss-1013
http://digitalcommons.olivet.edu/edd_diss/14
http://digitalcommons.olivet.edu/cgi/viewcontent.cgi?article=1013&context=edd_diss
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Responsible Leadership Collection

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