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ED529184 - What Works Clearinghouse Quick Review of the Report "Middle School Mathematics Professional Development Impact Study: Findings after the Second Year of Implementation"

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ERIC #:	ED529184
Title:	What Works Clearinghouse Quick Review of the Report "Middle School Mathematics Professional Development Impact Study: Findings after the Second Year of Implementation"
Authors:	N/A
Descriptors:	Middle School Teachers; Mathematics Teachers; Grade 7; Faculty Development; Program Effectiveness; Teacher Characteristics; Middle School Students; Urban Schools; Mathematics Achievement; Numbers; Outcomes of Education; Comparative Analysis; Educational Research
Source:	What Works Clearinghouse
More Info: Help Peer Reviewed:	Yes
Publisher:	What Works Clearinghouse. P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 866-503-6114; e-mail: info@whatworks.ed.gov; Web site: http://ies.ed.gov/ncee/wwc
Publication Date:	2012-02-00
Pages:	2
Pub Types:	Reports - Evaluative
Abstract:	The study examined whether a professional development program for seventh grade mathematics teachers improved the teachers' knowledge of rational number topics and the performance of their students on a rational number test. Before the first year of the program, schools within districts were randomly assigned to either a treatment group that offered the professional development program in rational number topics to all seventh grade mathematics teachers or to a control group that did not offer the program. The study analyzed data collected at the end of the second year of implementation of the professional development program. Eighty-nine teachers and about 2,100 students from 39 schools in six largely urban school districts were included. An additional six school districts participated in a study of the first year of the program but were dropped from the study during the second year because of resource constraints. The study measured teacher knowledge and student achievement with rational numbers tests developed specifically for this study. It assessed the effectiveness of the professional development program by comparing outcomes of teachers and students at treatment schools with outcomes of teachers and students at control schools. The study found no statistically significant difference in teacher knowledge of rational numbers or student achievement between treatment and control schools. The research described in this report meets the What Works Clearinghouse (WWC) evidence standards. [The following study is reviewed in this What Works Clearinghouse Quick Review: "Middle School Mathematics Professional Development Impact Study: Findings after the Second Year of Implementation. NCEE 2011-4024" (ED519922).]
Abstractor:	ERIC
Reference Count:	0

Note:	N/A
Identifiers:	N/A
Record Type:	Non-Journal
Level:	N/A
Institutions:	What Works Clearinghouse (ED)
Sponsors:	N/A
ISBN:	N/A
ISSN:	N/A
Audiences:	N/A
Languages:	English
Education Level:	Adult Education; Elementary Secondary Education; Grade 7; Junior High Schools; Middle Schools; Secondary Education
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