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ERIC Number: EJ1132659
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
Reference Count: 63
ISBN: N/A
ISSN: ISSN-0022-4871
Connecting Teacher Professional Development and Student Mathematics Achievement: Mediating Belonging With Multimodal Explorations in Language, Identity, and Culture
Kutaka, Traci Shizu; Smith, Wendy M.; Albano, Anthony D.; Edwards, Carolyn Pope; Ren, Lixin; Beattie, Heidi Lynn; Lewis, W. James; Heaton, Ruth M.; Stroup, Walter W.
Journal of Teacher Education, v68 n2 p140-154 Mar-Apr 2017
The present study investigated the effects of "Primarily Math", an inservice elementary mathematics specialist program. "Primarily Math" sought to augment the mathematical knowledge for teaching of kindergarten through third-grade teachers using a longitudinal multiple cohort design. Two sets of analyses were conducted. The first examined impact on teachers' mathematical knowledge for teaching, attitudes toward learning mathematics, and beliefs about teaching and learning relative to a matched comparison group. "Primarily Math" teachers demonstrated greater knowledge for teaching Numbers and Operations and more positive attitudes toward learning mathematics, and more often endorsed student-centered beliefs about teaching and learning. The second set of analyses examined the extent to which students of three cohorts of "Primarily Math" teachers demonstrated more fall-spring growth in a measure of mathematics achievement relative to students of comparison-group teachers. There was a small but positive effect of participation in "Primarily Math" on student mathematics achievement.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Kindergarten; Primary Education; Early Childhood Education; Grade 1; Grade 2; Grade 3
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Fennema Sherman Mathematics Attitudes Scales
Grant or Contract Numbers: DUE0831813|DUE1050667