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ERIC Number: EJ1066330
Record Type: Journal
Publication Date: 2015-Jun
Pages: 3
Abstractor: ERIC
ISSN: ISSN-0276-928X
Professional Learning for Math Teachers Is a Plus for Students. Lessons from Research
Killion, Joellen
Journal of Staff Development, v36 n3 p58-60 Jun 2015
Using 4th- and 8th-grade mathematics data from 2003, 2007, and 2011 Third International Mathematics and Science Study (TIMSS) assessments, researchers conducted a cross-national empirical study to examine teacher participation in professional development and its impact on student achievement. Findings from the research show that, although 4th- and 8th-grade students in the United States had more access to teachers who participated in professional learning than similar students in other countries, one-third to one-half of 4th graders were taught by teachers who had no professional development in mathematics. Teachers' participation in professional development was positively associated with student achievement. Empirical research on the impact of professional learning on student achievement continues to be limited despite an increased emphasis on the importance of professional learning and federal guidelines defining levels of investment in professional learning for various federally funded initiatives. This study focuses specifically on six areas of professional learning in mathematics: math content, math pedagogy, math curriculum, integrating information technology into math, math assessment, and improving students' critical thinking or problem-solving skills.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education; Grade 8; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study
Grant or Contract Numbers: N/A