03/07/2025
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by Kevin P. Mahoney “High-Quality Math Instruction: Developing a Peer Observation Model to Bridge the Knowing-Doing Gap in Middle School Mathematics”

Candidate: Kevin P. Mahoney
Degree: Doctoral- Leadership in Schooling (STEM)
Defense Date: Friday, March 21, 2025
Time: 10 a.m.
Location: Remote Zoom link:
Thesis/Dissertation Title: "High-Quality Math Instruction: Developing a Peer Observation Model to Bridge the Knowing-Doing Gap in Middle School Mathematics”

Dissertation Committee
Dissertation Chair: Michelle Scribner, Ed.D., Clinical Professor, School of Education, University of Massachusetts Lowell
Dissertation Committee Member: James Nehring, Ed.D., Professor, School of Education, University of Massachusetts Lowell
Dissertation Committee Member: Phitsamay Sychitkokhong Uy, Ed.D., Associate Professor, School of Education, University of Massachusetts Lowell


Abstract
Despite extensive professional development, many middle school mathematics teachers struggle to implement research-based instructional practices consistently. This knowing-doing gap affects student learning, particularly in mathematics, where high-quality instruction is a key determinant of success. This dissertation-in-practice examines the barriers that hinder implementation and explores how peer learning labs can bridge this gap. Grounded in literature on professional learning, instructional coaching, and self-efficacy theory, this study investigates how structured peer observation and reflection impact teacher practice.
The research is guided by three questions: (1) What are the barriers to implementing effective mathematics teaching practices that emerge for middle school mathematics teachers? (2) Does peer observation using a lab site model within a district’s middle schools function as a form of professional development to overcome these barriers? (3) To what extent, if at all, is the peer observation method perceived by teachers as meaningful professional development that promotes teacher growth?
Using a mixed-methods design, data were collected from pre- and post-intervention surveys, teacher interviews, and a focus group examining knowledge, beliefs, and implementation of research-based practices. Five middle school math teachers participated in a 10-week learning lab cycle. Findings indicate that peer observation fosters professional growth by reducing isolation, increasing instructional confidence, and strengthening collaboration. However, time constraints and apprehension about peer observation remain challenges.
This study has implications for professional learning design, advocating for interdisciplinary peer learning, structured support for host teachers, and student feedback integration. Institutionalizing these practices can create a sustainable, equity-driven model for improving math instruction and student outcomes.