The Effects of Mathematics Professional Development on Elementary Student Achievement

被引：4

作者：

Brendefur, Jonathan ^{[1
]}

Champion, Joe ^{[1
]}

Strother, Sam ^{[1
]}

Thiede, Keith W. ^{[1
]}

Osguthorpe, Richard D. ^{[2
]}

机构：

[1] Boise State Univ, 1910 Univ Dr, Boise, ID 83725 USA

[2] Brigham Young Univ, Provo, UT 84602 USA

来源：

INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION | 2022年 / 20卷 / 06期

关键词：

Professional development; Mathematics achievement; Elementary grades 2-5; Randomized control trials; CONTENT KNOWLEDGE;

D O I：

10.1007/s10763-021-10184-z

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Using a cluster randomized trial, we investigated the effects of mathematics professional development on student achievement in elementary schools. Pairs of schools were matched on prior mathematics; percentage of students receiving free or reduced-price lunch and percentage of limited English proficient students were randomly assigned to two groups. One received professional development on mathematics that focuses on diagnosing student thinking and the other received professional development on formative assessment. Student-level achievement data (pretest and posttest performance on a standardized test of mathematics) were nested within grades and schools and analyzed using mixed-effects multi-level linear modeling. The results indicate students in schools that were provided the mathematics professional development had greater mathematics achievement than students in schools in a control condition. The effect held across grade levels.

引用

页码：1079 / 1097

页数：19

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