Effects of Teacher Professional Learning Activities on Student Achievement Growth

Autor/inn/en	Akiba, Motoko; Liang, Guodong
Titel	Effects of Teacher Professional Learning Activities on Student Achievement Growth
Quelle	In: Journal of Educational Research, 109 (2016) 1, S.99-110 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2014.924470
Schlagwörter	Achievement Gains; Middle School Students; Middle School Teachers; Teacher Effectiveness; Faculty Development; Learning Activities; Mathematics Achievement; Longitudinal Studies; Mathematics Teachers; Teacher Collaboration; Mathematics Instruction; Teacher Participation; Standardized Tests; Mathematics Tests; Teacher Surveys; Correlation; Missouri + Suchen Sie Ihr Suchwort? Achievement gain; Leistungssteigerung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lernaktivität; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathematics; Mathematik; Lehrerkooperation; Mathematics lessons; Mathematikunterricht; Standadised tests; Standardisierter Test; Korrelation
Abstract	The authors examined the effects of six types of teacher professional learning activities on student achievement growth over 4 years using statewide longitudinal survey data collected from 467 middle school mathematics teachers in 91 schools merged with 11,192 middle school students' mathematics scores in a standardized assessment in Missouri. The data showed that teacher-centered collaborative activities to learn about mathematics teaching and learning (teacher collaboration and informal communication) seem to be more effective in improving student mathematics achievement than learning activities that do not necessarily involve such teacher-centered collaborative opportunities (professional development programs, university courses, individual learning activities). Teacher-driven research activities through professional conference presentation and participation were also found to be associated with student achievement growth in mathematics. The districts and schools may benefit from investing their professional development funds and resources in facilitating teacher-centered collaborative and research-based learning activities in order to improve student learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01