Journal
TEACHING AND TEACHER EDUCATION
Volume 76, Issue -, Pages 106-115Publisher
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.tate.2018.08.004
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Funding
- Institute of Education Sciences, U.S. Department of Education [R305A120265]
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We examined the effect of different professional development programs on the accuracy of teachers' judgments of their students' learning during three academic years. Teachers participated in a program focused on improving (a) use of formative assessment, (b) student-centered mathematics instruction, (c) use of both formative assessment and student-centered mathematics instruction; or (d) neither-a control group. Teachers' judgment accuracy was greater for teachers who participated in professional development around improving student-centered mathematics instruction than for other groups. A multilevel analysis showed a significant positive relation between the accuracy of teachers' judgments and student achievement. (C) 2018 Elsevier Ltd. All rights reserved.
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