Date of Award

Spring 5-10-2024

Document Type

Dissertation (799 registration)

Degree Name

Doctor of Education in Educational Leadership


Graduate Studies

Committee Chair

Dr. Michael Coquyt


Math, High-Leverage Practices, Elementary Education


The start of each school year should be one of excitement and joy for learning. However, year to year, there is one subject that elementary students and their teachers dread: math. This study focused on collecting data from teaching candidates on their math self-efficacy beliefs and the perceived competence in their ability to implement three specific high-leverage practices (HLPs) during student teaching.

This qualitative case study explores the experiences of teaching candidates enrolled in a university teacher preparation program. Within previous method courses, content focused on the planning, instruction, and assessment of high-leverage practices. The overarching question of this study is: How did implementing three specific HLPs during a twelve-week student teaching experience in an elementary classroom environment impact a teaching candidate's self-efficacy with mathematical content?

A conventional sampling was used to select four to six elementary and/or early childhood teaching candidates for this study. The data collected tracked if teaching candidates' math self-efficacy views changed during the twelve weeks of student teaching. Surveys, interviews, lesson planning, and instruction data were collected and coded to reveal if teaching candidates' instructional comfort and math self-efficacy beliefs changed with the implementation of high-leverage instructional practices. The three HLPs of focus in this study are leading a group discussion, explaining and modeling content, practices, and strategies, and eliciting and interpreting student thinking.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.



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