The Effects of Professional Development on Elementary Students’ Mathematics Achievement

Jonathan L. Brendefur, Keith Thiede, Sam Strother, Dan Jesse, John Sutton

Abstract


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, werechosen to participate as either a treatment or comparison school. Three schools were chosen to participate inprofessional development that incorporates effective PD recommendations. All the teachers had to participate in allaspects of the PD, thereby eliminating potential self-selection bias. Using the state standardized achievement test as thebefore and after measure, results suggest improved student performance after professional development wasimplemented over a two year period.

Full Text:

PDF


DOI: https://doi.org/10.5430/jct.v5n2p95

Refbacks

  • There are currently no refbacks.




Journal of Curriculum and Teaching

ISSN 1927-2677 (Print) ISSN 1927-2685 (Online)

Copyright © Sciedu Press

To make sure that you can receive messages from us, please add the 'Sciedu.ca' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.