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ERIC Number: EJ1099609
Record Type: Journal
Publication Date: 2016-Jun
Pages: 34
Abstractor: As Provided
ISSN: ISSN-0895-9048
Statewide Mathematics Professional Development: Teacher Knowledge, Self-Efficacy, and Beliefs
Carney, Michele B.; Brendefur, Jonathan L.; Thiede, Keith; Hughes, Gwyneth; Sutton, John
Educational Policy, v30 n4 p539-572 Jun 2016
We examined the impact of a state-mandated K-12 mathematics professional development course on knowledge, self-efficacy, and beliefs of nearly 4,000 teachers and administrators. Participants completed the Mathematical Thinking for Instruction course, emphasizing student thinking, problem-solving, and content knowledge specific to mathematics instruction. Inventories utilizing items from the Learning Mathematics for Teaching project measured changes in participants' Mathematical Knowledge for Teaching (MKT) and an end-of-course self-evaluation enabled analysis of changes self-efficacy and beliefs. Statistically significant changes were found in all three variables. This study adds to our understanding of the potential usefulness of mandating large-scale professional development as a policy vehicle for influencing educators' mathematics knowledge and beliefs.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Idaho
Grant or Contract Numbers: N/A