
06111926
j
2012f.00131
Sample McMeeking, Laura B.
Orsi, Rebecca
Cobb, R.Brian
Effects of a teacher professional development program on the mathematics achievement of middle school students.
J. Res. Math. Educ. 43, No. 2, 159181 (2012).
2012
National Council of Teachers of Mathematics (NCTM), Reston, VA
EN
B50
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
doi:10.5951/jresematheduc.43.2.0159
http://www.nctm.org/publications/article.aspx?id=32224
Summary: The effect of a 15 to 24month inservice professional development (PD) program on state accountability mathematics test scores for middle school students was examined using a quasiexperimental design. Middle level mathematics teachers ($n = 128$) from 7 school districts and 64 middle schools volunteered for a PD sequence of contentoriented summer courses and pedagogyoriented structured followup 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.