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ERIC Number: EJ911538
Record Type: Journal
Publication Date: 2011
Pages: 24
Abstractor: As Provided
Reference Count: 50
ISSN: ISSN-1934-5747
Problem Implementation as a Lever for Change: An Experimental Study of the Effects of a Professional Development Program on Students' Mathematics Learning
Santagata, Rossella; Kersting, Nicole; Givvin, Karen B.; Stigler, James W.
Journal of Research on Educational Effectiveness, v4 n1 p1-24 2011
This study investigates, through an experimental design, the effectiveness of a professional development program on teacher knowledge and practices and on student learning. The program consisted of a series of video-based modules designed to respond to needs of U.S. teachers, as highlighted by findings from the 1999 Third International Mathematics and Science Video Study. Sixty-four 6th-grade teachers from five low-performing inner-city schools participated in the study and were randomly assigned to treatment and control groups. Measures included fidelity of implementation, teacher knowledge and practice, and student mathematics learning. The program did not impact significantly teacher knowledge or practices as measured in the study. An effect was found on mathematics learning for students whose teachers reached a certain level of mathematics content knowledge. Discussion of findings includes lessons learned about conducting and studying professional development, particularly in low-performing schools. (Contains 1 figure, 4 footnotes, and 4 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
IES Grant or Contract Numbers: R305M030154
IES Cited: ED544681; ED560919