Linking professional development, teacher outcomes, and student achievement: The case of a learner-centered mathematics program for elementary school teachers

被引：25
|
作者：
Polly, Drew [1 ]
McGee, Jennifer [2 ]
Wang, Chuang [1 ]
Martin, Christie [3 ]
Lambert, Richard [1 ]
Pugalee, David K. [1 ]
机构：
[1] Univ N Carolina, Charlotte, NC 28223 USA
[2] Appalachian State Univ, Boone, NC 28608 USA
[3] Univ S Carolina, Columbia, SC 29208 USA
来源：
INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH | 2015年 / 72卷
关键词：
Mathematics education; Professional development; Elementary school; CONTENT KNOWLEDGE; CURRICULUM MATERIALS; THINKING; BELIEFS; DEMANDS;
D O I：
10.1016/j.ijer.2015.04.002
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Research is needed to examine the link between professional development on both teachers' instruction and student achievement. This study examined the influence of three year-long cohorts of elementary school teachers' participating in a learner-centered mathematics professional development program. Data sources include surveys on teachers' instructional practices and beliefs as well as their students' performance on curriculum-based assessments. Multi-level analyses indicated that teachers' content knowledge and changes in teachers' practices both had statistically significant effects on student achievement. This study advances the knowledge base on the influence of content knowledge and teachers' beliefs on student achievement. (C) 2015 Elsevier Ltd. All rights reserved.
引用
收藏
页码：26 / 37
页数：12
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