An Analysis of the Perceptions of Academic Rigor by Prince George’s County Secondary Mathematics Teachers and Secondary Administrators During the Covid-19 Crisis
Notice bibliographique
Résumé
The purpose of this study was to analyze the perceptions of academic rigor by teachers and administrators of secondary mathematics classrooms in Maryland, during a crisis. The identified problem is, during COVID-19 pandemic, school district leadership may not have effectively communicated with employees about rigor application expectations. The problem developed when schools shifted to virtual learning. The following research questions were developed from teachers’ and administrators’ application of academic rigor during crisis time in Prince George’s County. RQ1: Do teachers and administrators have aligned ideas of academic rigor based on their responses and their provided evidence? RQ2: Is there alignment between the teachers and administrators’ perceptions of academic rigor during times of crisis, specifically, the COVID-19 pandemic? The research questions called for a basic qualitative study using coding, thematic, and comparison analysis approach to gather the stories of teachers and administrators. The participants were secondary (grades 6–12) teachers and administrators of mathematics in schools. A sample of 3 teachers, 4 administrators, with 2 years (minimum) experience were used. Each participant could compare teaching or monitoring during and before the COVID-19 pandemic. Responses were coded to find patterns regarding the application of rigor during COVID-19. The theory presumed in the study was if district leadership, administrators, and teachers have aligned perceptions of academic rigor in understanding and application, then academic growth can occur for students during crisis times. The results of the study were analyzed to find patterns of understanding between teachers and administrators in mathematics classrooms. The main finding of the study was that the teachers and administrators did not have an aligned perception of academic rigor during the distance learning period. District Superintendents can use this study to address academic rigor during crisis times and establish protocols ensuring that the staff have aligned perceptions of rigor. To address this concern, we had the staff in the district utilize one definition of academic rigor and use one rubric measuring the levels of rigor in classrooms. Once educators follow one rating system, they can calibrate their instructional lenses. For future research, this study can be completed in other subject areas, noting any similar concerns.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».