TY - JOUR
T1 - The Effects of Mathematics Professional Development on Elementary Student Achievement
AU - Brendefur, Jonathan
AU - Champion, Joe
AU - Strother, Sam
AU - Thiede, Keith W.
AU - Osguthorpe, Richard D.
N1 - Publisher Copyright:
© 2021, Ministry of Science and Technology, Taiwan.
PY - 2022/8
Y1 - 2022/8
N2 - Using a cluster randomized trial, we investigated the effects of mathematics professional development on student achievement in elementary schools. Pairs of schools were matched on prior mathematics; percentage of students receiving free or reduced-price lunch and percentage of limited English proficient students were randomly assigned to two groups. One received professional development on mathematics that focuses on diagnosing student thinking and the other received professional development on formative assessment. Student-level achievement data (pretest and posttest performance on a standardized test of mathematics) were nested within grades and schools and analyzed using mixed-effects multi-level linear modeling. The results indicate students in schools that were provided the mathematics professional development had greater mathematics achievement than students in schools in a control condition. The effect held across grade levels.
AB - Using a cluster randomized trial, we investigated the effects of mathematics professional development on student achievement in elementary schools. Pairs of schools were matched on prior mathematics; percentage of students receiving free or reduced-price lunch and percentage of limited English proficient students were randomly assigned to two groups. One received professional development on mathematics that focuses on diagnosing student thinking and the other received professional development on formative assessment. Student-level achievement data (pretest and posttest performance on a standardized test of mathematics) were nested within grades and schools and analyzed using mixed-effects multi-level linear modeling. The results indicate students in schools that were provided the mathematics professional development had greater mathematics achievement than students in schools in a control condition. The effect held across grade levels.
KW - Elementary grades 2–5
KW - Mathematics achievement
KW - Professional development
KW - Randomized control trials
UR - http://www.scopus.com/inward/record.url?scp=85106333544&partnerID=8YFLogxK
U2 - 10.1007/s10763-021-10184-z
DO - 10.1007/s10763-021-10184-z
M3 - Article
AN - SCOPUS:85106333544
SN - 1571-0068
VL - 20
SP - 1079
EP - 1097
JO - International Journal of Science and Mathematics Education
JF - International Journal of Science and Mathematics Education
IS - 6
ER -