id: 06111926
dt: j
an: 2012f.00131
au: Sample McMeeking, Laura B.; Orsi, Rebecca; Cobb, R.Brian
ti: Effects of a teacher professional development program on the mathematics
achievement of middle school students.
so: J. Res. Math. Educ. 43, No. 2, 159-181 (2012).
py: 2012
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: B50
ut: professional development; teacher education programs; mathematics
achievement; middle school students; inservice teacher education;
quasiexperimental design; mathematics tests; program effectiveness;
instructional effectiveness; achievement gains; cohort analysis;
pedagogical content knowledge; intervention; knowledge base for
teaching; mathematics education; improvement programs; instructional
improvement; teacher improvement
ci:
li: doi:10.5951/jresematheduc.43.2.0159
http://www.nctm.org/publications/article.aspx?id=32224
ab: Summary: The effect of a 15- to 24-month in-service professional
development (PD) program on state accountability mathematics test
scores for middle school students was examined using a
quasi-experimental design. Middle level mathematics teachers ($n =
128$) from 7 school districts and 64 middle schools volunteered for a
PD sequence of content-oriented summer courses and pedagogy-oriented
structured follow-up experiences during the subsequent academic year.
Student effects of the PD program were measured using Colorado’s
state mathematics test results for 2 cohorts of students: 1 that
received mathematics instruction from participant teachers in the year
prior to the PD and another cohort that received mathematics
instruction in the year following the PD. The odds of a student
achieving a Proficient or Advanced score on the state test were then
compared between cohorts. Results showed that student’ odds of
achieving a score of Proficient or better increased with teacher
participation in the PD program.
rv: