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Full-Text Articles in Education
The Effects Of Professional Development On Elementary Students’ Mathematics Achievement, Jonathan L. Brendefur, Keith W. Thiede, Sam Strother, Dan Jesse, John Sutton
The Effects Of Professional Development On Elementary Students’ Mathematics Achievement, Jonathan L. Brendefur, Keith W. Thiede, Sam Strother, Dan Jesse, John Sutton
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
This paper describes the effects of a professional development (PD) program – Developing Mathematical Thinking – on student achievement. Six Title I elementary schools with similar demographics, within one school district, were chosen to participate as either a treatment or comparison school. Three schools were chosen to participate in professional development that incorporates effective PD recommendations. All the teachers had to participate in all aspects of the PD, thereby eliminating potential self-selection bias. Using the state standardized achievement test as the before and after measure, results suggest improved student performance after professional development was implemented over a two year period.
Discursive Negotiation And (Re)Construction Of Professional Identities For Mathematics, Angela Rae Crawford
Discursive Negotiation And (Re)Construction Of Professional Identities For Mathematics, Angela Rae Crawford
Boise State University Theses and Dissertations
This qualitative study explores how discourse communicates professional identities for mathematics in a context of pedagogical reform. The central research question is: In a case of mandatory mathematics professional development, what professional identities for mathematics are expressed, (re)constructed, and negotiated through discourse? This study takes a poststructuralist approach to discourse analysis. The purpose is to describe ways discourse communicates professional identities, or understandings about what it means to be a good mathematics teacher, in a context that may ask teachers to change their pedagogical practice. Data were collected by recording a mandatory, full-day professional development meeting for mathematics teachers of …