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ERIC Number: EJ847168
Record Type: Journal
Publication Date: 2009
Pages: 12
Abstractor: As Provided
Reference Count: 53
ISBN: N/A
ISSN: ISSN-0022-4871
A Successful Professional Development Model in Mathematics: A System-Wide New Zealand Case
Higgins, Joanna; Parsons, Ro
Journal of Teacher Education, v60 n3 p231-242 2009
The design and implementation of the professional development model of the New Zealand Numeracy Development Project has been successful in improving teacher knowledge and practice as well as raising student outcomes. Since 2000, more than 25,000 teachers in English-medium settings have participated in the project. In New Zealand the terms English-medium and Maori-medium are used to distinguish the language of instruction. settings have participated in the project. A content analysis across a large data set from evaluations conducted during the first four years of the project, identified three pedagogical tools that participants describe as improving their mathematics knowledge and practice: the number framework; the diagnostic interview; and the strategy teaching model. The article argues that the power of the professional development model lies in the integration of the three pedagogical tools ensuring that professional learning focuses on the core ideas of the project within the context of the teacher's classroom. This focus has enabled teachers to deepen their professional knowledge, change their instructional practice and improve their responsiveness to students' diverse learning needs. (Contains 2 notes.)
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 - Evaluative
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand