Sustainability of a Teacher Professional Development Program on Proportional Reasoning Skills of Students with Mathematics Difficulties

Autor/inn/en	Jitendra, Asha K.; Harwell, Michael R.; Im, Soo-hyun
Titel	Sustainability of a Teacher Professional Development Program on Proportional Reasoning Skills of Students with Mathematics Difficulties
Quelle	In: Exceptional Children, 89 (2022) 1, S.79-100 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jitendra, Asha K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/00144029221094053
Schlagwörter	Mathematical Logic; Mathematical Concepts; Mathematics Instruction; Faculty Development; Grade 7; Learning Problems; Schemata (Cognition); Middle School Teachers; Program Effectiveness; Middle School Students; Sustainability; Student Characteristics; At Risk Students + Suchen Sie Ihr Suchwort? Mathematical logics; Mathematische Logik; Mathematics lessons; Mathematikunterricht; School year 07; 7. Schuljahr; Schuljahr 07; Lernproblem; Cognition; Schema; Kognition; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Nachhaltigkeit
Abstract	Proportional reasoning is the cornerstone of many higher-level mathematics topics. We evaluated the sustainability effects of schema-based instruction (SBI) on proportional reasoning and the impact of professional development (PD) on the instructional practices of two cohorts of seventh-grade teachers (i.e., SBI-experienced-teacher implementers, who taught SBI in a previous study; SBI-novice-teacher implementers, who taught SBI for the first time with PD) and mathematics outcomes of students with mathematics learning difficulties. SBI was implemented for 6 weeks by 49 teachers in two distal states. Despite the cessation of PD provided to SBI experienced-teacher implementers, teachers in both cohorts demonstrated similar levels of fidelity. Results indicated no SBI experience effect on the immediate and 11-week retention tests of proportional problem solving, on a general measure of problem solving, and on an end-of-year mathematics achievement test, suggesting that the effectiveness of SBI generalizes over time to different cohorts of teachers and students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01