Title: | Focusing on Mathematical Knowledge: The Impact of Content-Intensive Teacher Professional Development |
Description: | A popular strategy for improving student achievement in math is to provide teachers with professional development (PD) that deepens their conceptual understanding of math. This report examines the effectiveness of such a PD program. The PD program included an 80-hour summer workshop (Intel Math) that focused on grades K-8 math, as well as 13 additional hours of collaborative meetings focused on analyzing student work and one-on-one coaching based on observations of teachers' lessons. More than 200 4th-grade teachers from six districts in five states were randomly assigned to either a treatment group that received the study PD or a control group that did not. The study PD had a positive impact on teachers' math knowledge and on their use and quality of mathematical explanations in class. However, the study PD did not have a positive impact on student achievement. |
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Cover Date: | September 2016 |
Web Release: | September 28, 2016 |
Print Release: | September 28, 2016 |
Publication #: | NCEE 20164010 General Ordering Information |
Center/Program: | NCEE |
Authors: | Michael S. Garet, Jessica B. Heppen, Kirk Walters Julia Parkinson, Toni M. Smith, Mengli Song, Rachel Garrett, and Rui Yang: American Institutes for Research; Geoffrey D. Borman: University of Wisconsin-Madison |
Type of Product: | Evaluation Report |
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Questions: |
For questions about the content of this Evaluation Report, please contact: Thomas Wei. |