The Effects of Mathematics Professional Development on Elementary Student Achievement

Autor/inn/en	Brendefur, Jonathan; Champion, Joe; Strother, Sam; Thiede, Keith W.; Osguthorpe, Richard D.
Titel	The Effects of Mathematics Professional Development on Elementary Student Achievement
Quelle	In: International Journal of Science and Mathematics Education, 20 (2022) 6, S.1079-1097 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brendefur, Jonathan) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-021-10184-z
Schlagwörter	Mathematics Teachers; Elementary School Teachers; Faculty Development; Mathematics Achievement; Elementary School Students; Outcomes of Education; Student Evaluation; Formative Evaluation; Mathematics Tests; Standardized Tests + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lernleistung; Schulerfolg; Schulnote; Studentische Bewertung; Standadised tests; Standardisierter Test
Abstract	Using a cluster randomized trial, we investigated the effects of mathematics professional development on student achievement in elementary schools. Pairs of schools were matched on prior mathematics; percentage of students receiving free or reduced-price lunch and percentage of limited English proficient students were randomly assigned to two groups. One received professional development on mathematics that focuses on diagnosing student thinking and the other received professional development on formative assessment. Student-level achievement data (pretest and posttest performance on a standardized test of mathematics) were nested within grades and schools and analyzed using mixed-effects multi-level linear modeling. The results indicate students in schools that were provided the mathematics professional development had greater mathematics achievement than students in schools in a control condition. The effect held across grade levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01