ERIC Number: ED470538
Record Type: RIE
Publication Date: 2002-Apr
An Interview Analysis of Teachers' Reactions to Mathematics Reform Professional Development.
This study investigated teachers' opinions of the effectiveness of various professional development activities influencing their attention to students' thinking. The teachers' entry characteristics, nature of the activities themselves, and teachers' ratings of the activities are focused in the study. Teachers (n=110) were surveyed to rate each activity's effectiveness in prompting their attention to students' thinking. Results show that teachers' years of experience, their views of learning, and their mathematics background are correlated with their ratings of various activities. Teachers (n=13) were interviewed to extend the quantitative results and illuminate the reasons individual teachers rated particular activities as very effective to not effective at all. (Contains 42 references.) (Author/KHR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002).