Connecting Teacher Professional Development and Student Mathematics Achievement: Mediating Belonging With Multimodal Explorations in Language, Identity, and Culture

Autor/inn/en	Kutaka, Traci Shizu; Smith, Wendy M.; Albano, Anthony D.; Edwards, Carolyn Pope; Ren, Lixin; Beattie, Heidi Lynn; Lewis, W. James; Heaton, Ruth M.; Stroup, Walter W.
Titel	Connecting Teacher Professional Development and Student Mathematics Achievement: Mediating Belonging With Multimodal Explorations in Language, Identity, and Culture
Quelle	In: Journal of Teacher Education, 68 (2017) 2, S.140-154 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487116687551
Schlagwörter	Elementary School Mathematics; Mathematics Teachers; Faculty Development; Mathematics Achievement; Inservice Teacher Education; Pedagogical Content Knowledge; Kindergarten; Grade 1; Grade 2; Grade 3; Primary Education; Teacher Attitudes; Comparative Analysis; Beliefs; Program Effectiveness; Achievement Gains; Pretests Posttests; Attitude Measures; Statistical Analysis; Hierarchical Linear Modeling; Fennema Sherman Mathematics Attitudes Scales + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lehrerfortbildung; Pädagogische Kompetenz; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Primarbereich; Lehrerverhalten; Belief; Glaube; Achievement gain; Leistungssteigerung; Statistische Analyse
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01