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ERIC Number: ED525430
Record Type: Non-Journal
Publication Date: 2010
Pages: 200
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1245-0127-7
A Critical Analysis of Teachers' Perceptions of Relevant Factors in Mathematics Professional Development
Cain, Judith S.
ProQuest LLC, Ed.D. Dissertation, University of Louisiana at Lafayette
The combination of the recent push for reform-based teaching and federal legislation has placed a renewed emphasis on professional development across all content areas. The development of content standards and the No Child Left Behind Act have created new expectations for students to achieve, as well as for teachers to utilize better teaching techniques. Research shows the goals of professional development must include developing teachers with the necessary skills to continually access new knowledge about student learning and innovative teaching strategies. This professional development should be ongoing and include best practices, which have shown to increase student achievement. It will help to improve teacher instructional capacity, which will assure high quality teaching. The purpose of this research was to study teachers' perceptions of relevant practices in mathematics needed in professional development as an avenue to enhance overall teacher quality in math. These perceptions were acquired through a survey and a focus group, and were analyzed quantitatively and qualitatively in order to find major themes in the responses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Education; Elementary Secondary Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001