ERIC Number: EJ915891
Record Type: Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 27
Addressing Low U.S. Student Achievement in Mathematics and Science through Changes in Professional Development and Teaching and Learning
Tabernik, Anna Maria; Williams, Paul R.
International Journal of Educational Reform, v19 n1 p34-50 Win 2010
"When compared with high-achieving countries around the world, the U.S. appears to be significantly behind in providing certain kinds of professional learning opportunities" (Wei, Darling-Hammond, Andree, Richardson, & Orphanos, 2009, p. 39). The present study was designed to investigate the relationship between sustained, targeted professional development in mathematics and student performance in the United States and in the high-achieving countries listed in the Third International Mathematics and Science Study. The research for this study involved teachers and students in a consortium of school districts in the state of Ohio, formed to meet the challenge of closing the achievement gap in mathematics and science for students in the United States. The findings indicate that professional development can be seen as a significant contributing factor in the learning cycle and that sustained, targeted professional development has a positive effect on student achievement.
Descriptors: Mathematics Achievement, Science Achievement, Faculty Development, Low Achievement, Mathematics Education, Science Education, Teacher Improvement, Teacher Competencies, Foreign Countries, Cross Cultural Studies, High Achievement, Achievement Gap, Educational Improvement, Teacher Influence, Teacher Certification
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Grade 5; Grade 6; Grade 7; Grade 8
Authoring Institution: N/A
Identifiers - Location: Ohio; United States