Graduate Studies, UNL

 

Dissertations and Doctoral Documents from University of Nebraska-Lincoln, 2023–

First Advisor

Taeyeon Kim

Degree Name

Doctor of Education (Ed.D.)

Committee Members

Jiangang Xia, Paula Jakopovic, Shavonna Holman

Department

Educational Administration

Date of this Version

2025

Document Type

Dissertation

Citation

A dissertation presented to the faculty of the Graduate College of the University of Nebraska in partial fulfillment of requirements for the degree Doctor of Education (Ed.D.)

Major: Educational Administration

Under the supervision of Professor

Lincoln, Nebraska, December 2025

Comments

Copyright 2025, the author. Used by permission

Abstract

High-quality student learning experiences in mathematics rely on effective teaching. This mixed methods study investigates how elementary teachers’ instructional practices, beliefs about mathematics teaching and learning, and professional development experiences relate to student mathematics growth in a large urban district. Quantitative survey data were analyzed to examine relationships among these factors and student growth outcomes, while qualitative data complemented and deepened the measurable findings. This study builds on prior research on instructional practices and professional development effectiveness by integrating constructs typically examined separately and identifying multiple teacher-related factors that distinguish classrooms with high student growth from those with low growth. The findings and discussion offer evidence to support school and district leaders as they work to improve student growth and achievement in mathematics through the design of impactful professional development. The results may also contribute to policy and practice by clarifying which factors and experiences most strongly align with student growth.

Advisor: Taeyeon Kim

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