Connecting Teacher Professional Development and Student Mathematics Achievement
A 4-Year Study of an Elementary Mathematics Specialist Program
Bibliographic Data
| ID | 4309463 |
|---|---|
| Authors | Traci Shizu Kutaka (0000-0003-3076-7870, SRI International, Arlington, VA, USA, corresponding author), Wendy Smith (0000-0003-4848-4377, University of Nebraska–Lincoln), Wendy M Smith (0000-0001-9830-9601, University of Nebraska–Lincoln), Anthony D Albano (University of Nebraska–Lincoln), Carolyn Pope Edwards (University of Nebraska–Lincoln), Lixin Ren (0000-0002-9176-3825, University of Nebraska–Lincoln), Heidi Lynn Beattie (Troy University, AL, USA), W James Lewis (University of Nebraska–Lincoln), Ruth M Heaton (University of Nebraska–Lincoln), Walter W Stroup (University of Nebraska–Lincoln) |
| Year | 2017 |
| Volume | 68 |
| Issue | 2 |
| Pages | 140-154 |
| Publication date | 2017-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487116687551 |
| OpenAlex | W2589555140 |
| Language | EN |
| Citations received | 15 |
| References cited | 38 |
The present study investigated the effects of Primarily Math, an inservice elementary mathematics specialist program. Primarily Math sought to augment the mathematical knowledge for teaching of kindergarten through third-grade teachers using a longitudinal multiple cohort design. Two sets of analyses were conducted. The first examined impact on teachers' mathematical knowledge for teaching, attitudes toward learning mathematics, and beliefs about teaching and learning relative to a matched comparison group. Primarily Math teachers demonstrated greater knowledge for teaching Numbers and Operations and more positive attitudes toward learning mathematics, and more often endorsed student-centered beliefs about teaching and learning. The second set of analyses examined the extent to which students of three cohorts of Primarily Math teachers demonstrated more fall-spring growth in a measure of mathematics achievement relative to students of comparison-group teachers. There was a small but positive effect of participation in Primarily Math on student mathematics achievement
Academic achievement · Faculty Development · Mathematics education · Pedagogy · Professional development · Student achievement · Cognitive and developmental aspects of mathematical skills · Mathematics Education and Pedagogy · Mathematics Education and Teaching Techniques · Psychology
Perfiles de autoeficacia docente y conocimiento especializado para la enseñanza de las matemáticas
Learning from the questions and advice of prospective and early career elementary mathematics teachers
An integrative approach to professional development to support college- and career- readiness standards
Humanizing college online instruction
Does reciprocal peer observation promote the transfer of learning to teaching practice
Ordinal models to analyze strategy sophistication
Long-term changes in teacher beliefs and motivation
Navigate the start
Elementary science professional development to impact learning across the curriculum
Facilitating debriefing conversations within one-on-one coaching cycles
The Impact of Local Versus Nonlocal Professional Development Programs for Teachers
Does maths self-concept mediate the relation between instructional approaches and students’ maths achievement? Evidence from the U.S. TIMSS 2015 data
Formação Pedagógica Em Aprendizagem Dialógica
Pedagogical Formation in Dialogical Learning
Developing the Pedagogical Capabilities of Elementary Mathematics Specialists during a K-5 Mathematics Endorsement Program
The New Meaning of Educational Change
Contemporary Approaches to Teacher Professional Development
A Longitudinal Study of Learning to Use Children's Thinking in Mathematics Instruction
The Nature, Effects, and Relief of Mathematics Anxiety
Chapter 6
The nature of teachers' pedagogical content beliefs matters for students' achievement gains
Developing Measures of Teachers’ Mathematics Knowledge for Teaching
Female teachers’ math anxiety affects girls’ math achievement
Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction
Unpacking Pedagogical Content Knowledge
Teachers’ Beliefs and Educational Research
MyTeachingPartner-Math/Science pre-kindergarten curricula and teacher supports
Professional development
Experimenting With Teacher Professional Development
What Do New Views of Knowledge and Thinking Have to Say about Research on Teacher Learning
What Makes Professional Development Effective? Strategies That Foster Curriculum Implementation
Using Knowledge of Children’s Mathematics Thinking in Classroom Teaching
What Makes Professional Development Effective? Results From a National Sample of Teachers
Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement
Improving Impact Studies of Teachers' Professional Development
School Teacher
| Unique citing works | 15 |
|---|---|
| Citations per year | 2,5 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 14 |