Report : Math PD improves teacher knowledge but not student achievement. So is this useful?

October 6, 2016 at 8:00 am Leave a comment

The US Department of Education has released report titled Focusing on Mathematical Knowledge: The Impact of Content-Intensive Teacher Professional Development (September 2016).

Here are some selections  from the Executive Summary, page ES-1: 

“Elementary school teachers may especially benefit from content-focused PD because they are less likely to formally study math in college than secondary teachers, who tend to specialize in the subject matter they teach.

Grade 4 teachers from 94 schools in six districts and five states participated in the study and were randomly assigned within schools to either a treatment group that received the study PD or a control group that did not receive the study PD. The key findings on the impact of the study PD on teacher knowledge, practice, and student achievement include:

  1. The PD had a positive impact on teacher knowledge.
  2. The PD had a positive impact on some aspects of instructional practice, particularly Richness of Mathematics.
  3. Despite the PD’s generally positive impact on teacher outcomes, the PD did not have a positive impact on student achievement.”

From page 45: “To summarize, future research might focus on identifying PD that will impact these knowledge and practice outcomes to a larger degree. Future research might also seek to identify other aspects of knowledge and practice to target with PD that are more strongly related to improved student achievement. ”

Me: Maybe this just demonstrates the complexity of improving math achievement.

Rowan

Garet, M. S., Heppen, J. B., Walters, K., Parkinson, J., Smith, T. M., Song, M., Garrett, R., Yang, R., & Borman, G. D. (2016). Focusing on mathematical knowledge: The impact of content-intensive teacher professional development (NCEE 2016-4010). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

This report is available on the IES website at http://ies.ed.gov/ncee.

Entry filed under: Education Research. Tags: , .

K-8 schools vs middle schools: Being top dog makes a difference esp for Gr 6-ers Math Menus by Marilyn Burns

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s

Trackback this post  |  Subscribe to the comments via RSS Feed


Bookmark our re-named site

Stay current with education news & our library resources http://professionllibrarytdsb.wordpress.com

October 2016
M T W T F S S
« Sep   Nov »
 12
3456789
10111213141516
17181920212223
24252627282930
31  

TDSB Professional Library

(416) 395-8289
Monday to Friday 8:30 to 5: 00

Enter your email address to follow this blog and receive notifications of new posts by email.

Join 2,508 other followers

Follow the Library on Twitter

Good Reads

Archives

Blog Stats

  • 128,804 hits

RSS New Books in the TDSB Professional Library

  • No fear coding: Comp
    No fear coding: Computational thinking across the curriculum. (2017). by Heidi Williams
  • The Google Cardboard
    The Google Cardboard book: Explore, engage, and educate with virtual reality. (2017). by Holly Clark et al.
  • Ten steps for genuin
    Ten steps for genuine leadership in schools. (2017). by David M. Fultz
  • Mindful assessment:
    Mindful assessment: The 6 essential fluencies of innovative learning. (2017). by Lee Watanabe Crockett & Andrew Churches

%d bloggers like this: