ERIC Number: EJ891191
Record Type: Journal
Publication Date: 2010-Aug
Abstractor: As Provided
The Impact of Sustained, Standards-Based Professional Learning on Second and Third Grade Teachers' Content and Pedagogical Knowledge in Integrated Mathematics
Bailey, Lora B.
Early Childhood Education Journal, v38 n2 p123-132 Aug 2010
This 3 year longitudinal study reports the feasibility of an "Improving Teacher Quality: No Child Left Behind" project for impacting teachers' content and pedagogical knowledge in mathematics in nine Title I elementary schools in the southeastern United States. Data were collected for 3 years to determine the impact of standards and research-based teacher training on these aspects of teacher quality. Content knowledge for the scope of this research study refers to the knowledge that teachers have about subject matter. Teacher quality is directly related to teachers' "highly qualified" status, as defined by the No Child Left Behind mandate. According to this mandate, every classroom should have a teacher qualified to teach in his subject area and be able to "raise the percentage of students who are proficient in reading and math, and in narrowing the test-score gap between advantaged and disadvantaged students." Participants were six second grade and seven third grade teachers of mathematics from nine schools within one failing school district. The implementation of standards-based methods in the nine Title I Schools increased teacher quality in elementary school mathematics. In fact, qualitative and quantitative data revealed significant gains in teachers' mathematics content and pedagogical knowledge at both grade levels.
Descriptors: Elementary School Mathematics, Teacher Effectiveness, Federal Legislation, Academic Achievement, Grade 3, Grade 2, Mathematics Teachers, Pedagogical Content Knowledge, Professional Development, Elementary School Teachers, Longitudinal Studies, Elementary Schools, Disadvantaged Schools, Educationally Disadvantaged, Minority Group Children
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2; Grade 3
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001