4.1 Article

Impact and Design of a National-scale Professional Development Program for Mathematics Teachers

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ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/00313831.2021.1910563

关键词

Mathematics instruction; student achievement; teacher professional development

资金

  1. Swedish Research Council [2014-2008]
  2. Vetenskapsradet

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The national-scale teacher professional development program had a small but statistically significant impact on teachers' instructional practices, but did not show any effect on student achievement. This raises questions about the importance of critical features and how programs with all these features combined affect instructional practices and student achievement.
By examining the effects of a national-scale teacher professional development (PD) program on instructional practices and student mathematics achievement, we contribute to calls for empirical studies investigating the impacts of such programs conducted at scale. The program corresponds well with core critical features of high-quality teacher PD and mathematics instruction identified in the literature, and the results indicate that it has had a small but statistical significant impact on teachers' instructional practices. However, no effect was found for student achievement. These results raise questions as to the importance of the critical features and how programs incorporating all of them affect instructional practices and student achievement.

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