Professional Learning for Math Teachers Is a Plus for Students. Lessons from Research

Autor/in	Killion, Joellen
Titel	Professional Learning for Math Teachers Is a Plus for Students. Lessons from Research
Quelle	In: Journal of Staff Development, 36 (2015) 3, S.58-60 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-928X
Schlagwörter	Grade 4; Grade 8; Mathematics Teachers; Teacher Participation; Faculty Development; Mathematics Achievement; Teacher Influence; Teacher Competencies; Correlation; Longitudinal Studies; Foreign Countries; Statistical Analysis; Multiple Regression Analysis; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lehrkunst; Korrelation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Statistische Analyse
Abstract	Using 4th- and 8th-grade mathematics data from 2003, 2007, and 2011 Third International Mathematics and Science Study (TIMSS) assessments, researchers conducted a cross-national empirical study to examine teacher participation in professional development and its impact on student achievement. Findings from the research show that, although 4th- and 8th-grade students in the United States had more access to teachers who participated in professional learning than similar students in other countries, one-third to one-half of 4th graders were taught by teachers who had no professional development in mathematics. Teachers' participation in professional development was positively associated with student achievement. Empirical research on the impact of professional learning on student achievement continues to be limited despite an increased emphasis on the importance of professional learning and federal guidelines defining levels of investment in professional learning for various federally funded initiatives. This study focuses specifically on six areas of professional learning in mathematics: math content, math pedagogy, math curriculum, integrating information technology into math, math assessment, and improving students' critical thinking or problem-solving skills. (ERIC).
Anmerkungen	Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 513-523-6029; Fax: 513-523-0638; e-mail: NSDCoffice@nsdc.org; Web site: http://www.learningforward.org/news/jsd/index.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01