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ERIC Number: EJ1125190
Record Type: Journal
Publication Date: 2017-Jan
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1082-3301
Supporting Kindergarten Teachers' Mathematics Instruction and Student Achievement through a Curriculum-Based Professional Development Program
Polly, Drew; Wang, Chuang; Lambert, Richard; Martin, Christie; McGee, Jennifer Richardson; Pugalee, David; Lehew, Amy
Early Childhood Education Journal, v45 n1 p121-131 Jan 2017
This study investigates the impacts of a year-long professional development program on Kindergarten teachers' beliefs and practices and the association of these changes with student achievement in mathematics measured by curriculum-based instruments. Although teacher content knowledge was not statistically significantly different before and after participation in the program, changes in teachers' beliefs and practices were both noticed: a trend towards discovery/connectionist orientation and student-centered practices. Teachers' gain scores on a measure of mathematics content knowledge was positively related to the linear growth rate of student achievement.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A