Examining Focus, Duration, and Classroom Impact of Literacy and Mathematics Professional Development

Autor/inn/en	Martin, Christie; Polly, Drew; Mraz, Maryann; Algozzine, Robert
Titel	Examining Focus, Duration, and Classroom Impact of Literacy and Mathematics Professional Development
Quelle	In: Teacher Development, 23 (2019) 1, S.1-17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2018.1530695
Schlagwörter	Mathematics Instruction; Faculty Development; Elementary School Teachers; Middle School Teachers; Literacy Education; Teacher Attitudes; Comparative Analysis; Mentors; Workshops; Meetings; Educational Benefits; Teacher Surveys; Common Core State Standards; Coaching (Performance); Communities of Practice; Online Surveys + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lehrerverhalten; Lernwerkstatt; Schulung; Meeting; Tagung; Bildungsertrag; Common core curriculum; Curriculum; Kerncurriculum; Community
Abstract	Over $18 billion is spent annually on professional development for in-service teachers. This study examined the focus, duration, and impact of professional development activities in which elementary (students ages 5-11) and middle school (students ages 11-14) teachers participated. Ninety-eight teacher-participants completed an online survey about their professional development experiences. In the analysis of literacy survey items and mathematics survey items, there were similarities in focus areas that received greater participation and areas that received less. There were also noticeable differences in frequency of participation in literacy and mathematics professional development. Comparisons between literacy and mathematics professional development indicated that more teachers reported participating in literacy experiences. This included workshops as well as ongoing support through planning meetings and mentorship. Overall, the consensus from teachers was that professional development was effective and has a beneficial impact on their classroom. Researchers share implications for the design and research of future professional development programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01