Literaturnachweis - Detailanzeige
Autor/inn/en | Garet, Michael S.; Wayne, Andrew J.; Stancavage, Fran; Taylor, James; Eaton, Marian; Walters, Kirk; Song, Mengli; Brown, Seth; Hurlburt, Steven; Zhu, Pei; Sepanik, Susan; Doolittle, Fred |
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Institution | National Center for Education Evaluation and Regional Assistance (ED) |
Titel | Middle School Mathematics Professional Development Impact Study: Findings after the Second Year of Implementation. Executive Summary. NCEE 2011-4025 |
Quelle | (2011), (23 Seiten)
PDF als Volltext (1); PDF als Volltext (2) |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Middle School Teachers; Mathematics Teachers; Faculty Development; Inservice Teacher Education; Grade 7; Mathematics Education; Secondary School Mathematics; Numbers; Program Effectiveness; Teacher Characteristics; Mathematics Achievement; Middle School Students Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Lehrerfortbildung; School year 07; 7. Schuljahr; Schuljahr 07; Mathematische Bildung; Zahlenraum; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Student; Students; Schüler; Schülerin |
Abstract | This is the second and final report of the Middle School Mathematics Professional Development Impact Study, which examines the impact of providing a professional development (PD) program in rational number topics to seventh-grade mathematics teachers. An interim report (Garet et al. 2010) described the findings after one year of PD. The current report documents the impact after providing a second year of PD in a subset of the original participating districts and includes supplemental analyses that use data from both years of the study. The study produced the following core second-year results: (1) The study's PD program was implemented as intended, but teacher turnover limited the average dosage received; (2) At the end of the second year of implementation, the PD program did not have a statistically significant impact on teacher knowledge; and (3) At the end of the second year of implementation, the PD program did not have a statistically significant impact on average student achievement in rational numbers. (Contains 4 tables, 2 figures and 14 footnotes.) [For "Middle School Mathematics Professional Development Impact Study: Findings after the Second Year of Implementation. NCEE 2011-4024," see ED519922.] (ERIC). |
Anmerkungen | National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |