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The Impact Of Common Core Mathematics Professional Development On Elementary Mathematics Teaching Self Efficacy And The Resulting Effects On Their Student Achievement
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Book Synopsis The Impact of Common Core Mathematics Professional Development on Elementary Mathematics Teaching Self-efficacy and the Resulting Effects on Their Student Achievement by : Alissa Smith Lee
Download or read book The Impact of Common Core Mathematics Professional Development on Elementary Mathematics Teaching Self-efficacy and the Resulting Effects on Their Student Achievement written by Alissa Smith Lee and published by . This book was released on 2019 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this mixed-method study was to examine the impact of professional development on elementary mathematics teaching self-efficacy as well as the influence of teacher self-efficacy on student achievement. Statistical t tests were used to analyze the dispersion of the teachers’ personal mathematics teaching efficacy beliefs (PMTE) and mathematics teaching outcome expectancy efficacy beliefs (MTOE). To develop a broader perspective, a qualitative analysis of interview data was implemented. Unlike the results from the quantitative data, the qualitative data in this study revealed that meaningful participation in professional development increased teacher performance as well as enhanced their mathematical teaching efficacy. This study offers findings to administrators and district offices about the importance of developing mathematics teaching self-efficacy and mathematics professional development opportunities.
Book Synopsis The Influence of the Common Core State Standards in Mathematics on Mathematics Self-efficacy by : Kenneth A. Lein
Download or read book The Influence of the Common Core State Standards in Mathematics on Mathematics Self-efficacy written by Kenneth A. Lein and published by . This book was released on 2014 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: Most states have adopted the Common Core State Standards in Mathematics (CCSSM) in response to concerns that United States' students are not competitive in international mathematics achievement. The demands on teachers and expectations for students have increased with its implementation. The purpose of this mixed method study was to explore the effect of the implementation of the Common Core State Standards in Mathematics on elementary teachers' perceptions of mathematics self-efficacy. In addition, the study examined teachers' perceptions of principal readiness to lead the implementation and principals' perceptions of teacher readiness to implement the changes. The study also examined principals' self-perceptions of mathematics efficacy and principals' perceptions of central office support for the implementation. Quantitative data were collected from 162 teachers from three urban districts and three suburban districts using a modification of the Mathematics Teaching Efficacy Beliefs Instrument. The qualitative data were collected from semi-structured interviews with 11 building principals and focused on principals' perceptions of teacher, self, and central office readiness to implement the CCSSM. The findings of this study provided evidence that the implementation of the CCSSM has resulted in a decrease in teacher efficacy in mathematics instruction. Principals perceived that teacher readiness for the implementation of the CCSSM depended upon Common Core-aligned text books. Conclusions state the need to increase efficacy for both teachers and principals
Book Synopsis Impacts of Culturally Responsive Teaching on Elementary Students' Self-Efficacy in Mathematics by : Jennifer Carr
Download or read book Impacts of Culturally Responsive Teaching on Elementary Students' Self-Efficacy in Mathematics written by Jennifer Carr and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This convergent parallel mixed-methods research study examines the impacts of culturally responsive teaching on elementary students' self-efficacy in mathematics. U.S. public schools are experiencing a shift in demographics and are faced with the task of educating increasingly diverse student populations. In mathematics, an achievement gap exists between minority students and their peers. Educators use culturally responsive teaching, a framework that leverages students' culture to meet the learning needs of culturally and linguistically diverse students, to narrow the achievement gap. In addition to the academic achievement gap, a gap exists in the self-efficacy of culturally and linguistically diverse students and their peers. The foundation for this work comes from extensive research on the benefits of culturally responsive teaching and substantial evidence of a positive correlation between self-efficacy and performance. Although extensive research exists on these two separate topics, this research study greatly contributes to the field of education because literature on the impacts of culturally responsive teaching on student self-efficacy is very sparse. The purpose of this study is to examine: In what ways are elementary students' self-efficacy in mathematics impacted by their classroom teachers' use of culturally responsive teaching practices? This convergent parallel mixed-methods study was conducted with 291 2nd, 3rd, and 4th grade students from 12 classrooms. The researcher analyzed qualitative data from student survey responses and interviews and quantitative data from student survey responses. Triangulation and a mixed-methods design were used to ensure the validity of the research. One major result from the study is a statistically significant difference in students' self-efficacy in mathematics based on their classroom teachers' implementation level of culturally responsive teaching. Another major finding is a positive correlation between students' self-efficacy beliefs and their achievement in mathematics. One consequence of the lack of culturally responsive mathematics teaching and the low self-efficacy of many culturally and linguistically diverse students is the perpetuation and exacerbation of the achievement gap. Further, this gap will have professional repercussions for culturally and linguistically diverse students and economic repercussions for the nation. To address and prevent these consequences, educators and educational leaders should ensure systematic and thorough implementation of culturally responsive mathematics teaching. Based on the findings of this study, educators should work to implement the major tenets of culturally responsive teaching in order to positively impact students' self-efficacy and achievement. Administrators and district leaders should secure professional development on culturally responsive teaching for teachers and support teachers in their implementation of culturally responsive teaching.
Book Synopsis The Relationship Between Elementary Teachers' Background in Mathematics, Teaching Self-efficacy, and Teaching Outcome Expectancy when Implementing the Common Core State Standards by : Jennifer Stuart
Download or read book The Relationship Between Elementary Teachers' Background in Mathematics, Teaching Self-efficacy, and Teaching Outcome Expectancy when Implementing the Common Core State Standards written by Jennifer Stuart and published by . This book was released on 2017 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this correlation study was to identify a possible relationship between elementary teacher background in mathematics as measured by completed college math credit hours, district-provided professional development hours of training in Common Core math standards, and years of teaching experience, and teacher efficacy in math as measured by personal teaching self efficacy and outcome expectancy. The sample in the present study consisted of 69 elementary (K-5) math teachers in a medium-sized semi-rural district located within a southern state. The data was collected using the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI), an online survey that was sent to the teachers through their district email. Additional questions were added to the survey to collect information about teacher background training. A non-parametric Kendall’s Tau B analysis was conducted to assess the hypothesized relationship. A significant, positive relationship was found between years of teaching experience and teacher self efficacy, but not with outcome expectancy. Additionally, a significant, positive relationship was found between teacher self-efficacy and outcome expectancy. Results displayed no significant relationship between college credit hours or district-provided training hours with teacher self-efficacy or outcome expectancy.
Book Synopsis The Effects of Implementing the Common Core State Standards on Student Achievement by : Jake Lynch
Download or read book The Effects of Implementing the Common Core State Standards on Student Achievement written by Jake Lynch and published by . This book was released on 2015 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was conducted to find if there was a significant difference in student achievement on state standardized test scores following initial implementation of the Common Core State Standards (CCSS). The Common Core State Standards were developed to provide students with a deep, conceptual understanding of math; not mere procedural literacy. The mathematical practices outlined within the standards require teachers to support students in the development of deep understanding of math topics rather than merely memorizing a process. Research supports that the development of deep conceptual understanding and strong number sense in elementary mathematics education is critical for increased student learning and achievement. 3rd grade math achievement scores, obtained from the Missouri dese website for a Midwestern school district show that a district-wide comparison of 2013 and 2014 3rd grade mathematics student achievement scores revealed no significant difference following transition and implementation of the Common Core State Standards in a Midwestern school district during the 2013-2014 school year . The reasoning behind this is not investigated in this study but similar data analysis in other states with earlier adoption suggests that initial implementation has produced similar results with steady student achievement gains evidenced over subsequent years as districts further align curriculum and professional development for teachers. After study of state assessment achievement data, review of current research and literature, and compilation and review of the findings of this study, it is found that student math achievement showed no significant difference with the initial transition to the new Common Core State Standards.
Book Synopsis From the Common Core to the Classroom by : Kimberly A. Rimbey
Download or read book From the Common Core to the Classroom written by Kimberly A. Rimbey and published by . This book was released on 2013 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: This efficacy study contributes to the literature in two ways. First, it provides an evidence base for a professional development model designed to promote effective implementation of the Common Core State Standards for Mathematics. Second, it addresses ways to impact and measure teachers' knowledge of curriculum in addition to their mathematical content knowledge. The treatment was designed to focus on knowledge of curriculum, but it also successfully impacted teachers' specialized content knowledge, knowledge of content and students, and knowledge of content and teaching.
Book Synopsis Supporting Development of Mathematics Teaching Practices in the Context of the Common Core by : Lisa Michel
Download or read book Supporting Development of Mathematics Teaching Practices in the Context of the Common Core written by Lisa Michel and published by . This book was released on 2015 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: Procedural learning has dominated the study of K-12 mathematics in the United States. A lack of emphasis on the development of mathematical thinking among educators has undermined American students' achievement in mathematics, thereby impacting students' readiness for college and careers in the 21st century. Elementary teachers, in particular, are often under-equipped to tackle teaching practices that promote mathematical thinking and the development of conceptual mathematical knowledge, both emphasized in the Common Core Standards for Mathematical Practice. They are frequently restricted by their own content knowledge and confidence in understanding mathematics, and are themselves products of rote learning and an overemphasis on procedures. This study was designed to support development of mathematical teaching practices among a group of upper elementary (third through fifth grade) teachers. The study utilized a qualitative action research design in order to investigate teachers' perceptions of the development of their practice over time. Ten upper elementary teachers participated in a bi-monthly mathematics study group over a period of 6 months. The study group initially focused on using warm-up tasks to promote mathematical discourse. Data was collected in the forms of transcriptions of the study group sessions, written and verbal reflections, and pre and post-questionnaires. Throughout the study, teachers regularly experimented with practices they had rarely or never tried before. Teachers reported that the warm-ups they learned in the professional development were the driving force for changes in their mathematics teaching practices. Additionally, teachers reported that there were substantial differences in the student discourse that occurred during math time between the previous school year and this year and that facilitation of student discourse during math time became a regular part of their practice.
Book Synopsis Strategies for Common Core Mathematics by : Leslie Texas
Download or read book Strategies for Common Core Mathematics written by Leslie Texas and published by Routledge. This book was released on 2013-12-04 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: This new, practical book provides an explanation of each of the eight mathematical practices and gives elementary school educators specific instructional strategies that align with the Common Core State Standards for Mathematics. Math teachers, curriculum coordinators, and district math supervisors get practical ideas on how to engage elementary school students in mathematical practices, develop problem-solving skills, and promote higher-order thinking. Learn how to scaffold activities across grades and get strategies you can implement immediately in your classroom. All K-5 mathematics educators should have this book in their professional libraries!
Book Synopsis What's Professional Development Got to Do with It? by : Jennifer N. Kolb
Download or read book What's Professional Development Got to Do with It? written by Jennifer N. Kolb and published by . This book was released on 2015 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: There is deep concern the United States is not preparing enough students, teachers, and professional mathematicians and scientists to sustain the economic and scientific development that has made this country great. The problem is that elementary teachers are typically poorly prepared in mathematics, which is ultimately placing students at a disadvantage as they advance through the higher grades and college without a strong mathematics foundation. Educational studies have pointed to the importance of providing elementary teachers with on-going improvement of pedagogical practice in mathematics, but elementary teachers remain underprepared to teach it. The purpose of this mixed-methods research is to study the effectiveness of Lesson Study as a means of professional development for elementary teachers' implementation of the Common Core Standards for Mathematical Practices (CCSS). The study focuses on teachers' perceptions of Lesson Study and their ability to develop lessons incorporating the CCSS Standards for Mathematical Practices and their ability to engage students in developing mathematical thinking. Literature pertaining to Lesson Study reveals the importance of sustained professional development for teachers. In collaboration with the SSD Superintendent and the School Board of SSD, all seven of the district's elementary schools participated in the study focusing on elementary school teachers in grades 2-5 (n =64). Researchers from the Urban Education Institute at the University of Chicago randomly assigned these teachers into equal groups of either the treatment group (n =32) or the control group (n =32). The elementary teachers who participated in this study were part of the Lesson Study professional development treatment group (n =32) in grades 2-5. The findings suggest Lesson Study can be an effective means of professional development for implementing the Common Core State Standards and the Common Core Standards for Mathematical Practices. Through Lesson Study teachers can begin to move away from a teacher-centered classroom to one that focuses on a student-centered approach to teaching and learning. Educational policymakers will learn from this study how teachers can benefit from Lesson Study as a type of professional development and how it can support teachers as they integrate new ideas into classroom practice.
Book Synopsis Professional Development and the Mathematics Educator by : M. Warnasuriya Ed.D
Download or read book Professional Development and the Mathematics Educator written by M. Warnasuriya Ed.D and published by Xlibris Corporation. This book was released on 2018-09-21 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book introduces the many benefits of mathematics professional development for middle school teachers. It explores key features of effective professional development, research-based models, that can be used to design professional development and an analysis of professional development in the context of adult-learning theories. The importance of professional learning communities as an avenue for educators to grow in their knowledge and skills is also discussed. A qualitative research study that elucidates the many benefits of mathematics professional development on teachers’ knowledge, skills, and dispositions to teach middle school students is explored. The results of the study and its implications to teaching practice are discussed.
Book Synopsis The Impact of a Math Foundations Course on Teachers' Mathematical Self-efficacy by : Angela Deanne Palmer
Download or read book The Impact of a Math Foundations Course on Teachers' Mathematical Self-efficacy written by Angela Deanne Palmer and published by . This book was released on 2016 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed-methods sequential explanatory study was used to determine if teachers’ mathematical self-efficacy was impacted as result of a Math Foundations professional development. Over 3 months, this 5-day, 40-hour course utilized various strategies to impact in-service teachers’ number sense knowledge. -- The review of literature suggested that teacher preparation programs may not be adequately preparing teachers for the classroom. Anxiety and efficacy plague teachers as a result of their inadequacies. To improve teacher capacity, an effective professional development was needed to provide in-service teachers opportunities to increase their number sense knowledge. Research reflected that by improving number sense knowledge, efficacy would be impacted as well. -- To ascertain the impact of this professional development, two quantitative instruments–the Mathematics Teaching Efficacy Beliefs Instrument (measuring general and personal efficacy) and the Teacher Education and Learning to Teach assessment (measuring number sense knowledge)–were analyzed pre and postprofessional development. Additionally, interviews collected qualitative data regarding efficacy and number sense knowledge postprofessional development. -- The conceptual framework for this study suggested that effective professional development would improve teacher content knowledge and improve instruction, which would lead to improving teacher efficacy. The results of the professional development determined that teacher efficacy improved but was not statistically significant, while number sense knowledge improved and was statistically significant as measured by the quantitative instruments. Interviews reflected that teachers improved vocabulary, became more comfortable and confident with the math skills they were previously lacking, gained knowledge behind the “hows” and “whys” of mathematics topics they struggled to teach, and felt that they were able to support the students more in their classrooms; thus, participants reflected that the Math Foundations professional development had an impact on their mathematical self-efficacy.
Book Synopsis Quality Teaching for Diverse Students in Schooling by : Adrienne Alton-Lee
Download or read book Quality Teaching for Diverse Students in Schooling written by Adrienne Alton-Lee and published by . This book was released on 2003 with total page 93 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of Focused, Long-term, and Collaborative Professional Development in Math and Science Participants' Self-efficacy, Classroom Practice, and Student Achievement by : Mary Elizabeth Nottingham
Download or read book The Impact of Focused, Long-term, and Collaborative Professional Development in Math and Science Participants' Self-efficacy, Classroom Practice, and Student Achievement written by Mary Elizabeth Nottingham and published by . This book was released on 2014 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of Reform Instruction on Student Mathematics Achievement by : Thomas A. Romberg
Download or read book The Impact of Reform Instruction on Student Mathematics Achievement written by Thomas A. Romberg and published by Routledge. This book was released on 2008-08-15 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: Summarizing data derived from a four-year combined longitudinal/ cross-sectional comparative study of the implementation of one standards-based middle school curriculum program, Mathematics in Context, this book demonstrates the challenges of conducting comparative longitudinal research in the reality of school life. The study was designed to answer three questions: What is the impact on student performance of the Mathematics in Context instructional approach, which differs from most conventional mathematics texts in both content and expected pedagogy? How is this impact different from that of traditional instruction on student performance? What variables associated with classroom instruction account for variation in student performance? The researchers examined a range of variables that affected data collection. These variations highlight the need to study the effects of the culture in which student learning is situated when analyzing the impact of standards-based curricula on student achievement. This book is directed to educational researchers interested in curriculum implementation, mathematics educators interested in the effects of using reform curriculum materials in classrooms, evaluators and research methodologists interested in structural modeling and scaling of instructional variables, and educational policy makers concerned about reform efforts.
Book Synopsis The Science of Learning and Development by : Pamela Cantor
Download or read book The Science of Learning and Development written by Pamela Cantor and published by Routledge. This book was released on 2021-06-21 with total page 245 pages. Available in PDF, EPUB and Kindle. Book excerpt: This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.
Book Synopsis The Effects of an Intervention on Students' Math Self-efficacy, Practices, and Achievement by : Melinda K. Ensinger
Download or read book The Effects of an Intervention on Students' Math Self-efficacy, Practices, and Achievement written by Melinda K. Ensinger and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The work of teaching mathematics is ever-changing. Amidst changes in pedagogy, curricula, and standards, what is most important is the belief that students can achieve high levels of math. Mathematical attainment is related to positive math self-efficacy and the use of mathematical practices. This experimental design study aimed to analyze the effects of a six-week intervention on students’ math self-efficacy, practices, and achievement in grades four through six. The following research questions guided the study: RQ1. What effect does the intervention have on students’ math self-efficacy? RQ2. What effect does the intervention have on students’ math practices? RQ3. What effect does the intervention have on students’ math achievement? RQ4. What other student variables moderate the effects of the intervention (i.e., gender, grade level, teacher)? Study results indicated that students in the intervention group reported higher than average gains on the MSE and the SMP than the control group. However, the higher gains on these two measures were not statistically significant. Additionally, the control group’s average increase on the STAR math assessment was higher than the intervention groups but also not statistically significant. These findings provide a practical application for teachers to improve students’ math self-efficacy but suggest additional studies to expand the body of research and the potential benefits of such interventions to math education, teachers, and students alike.
Book Synopsis Mathematics Professional Development by : Hilda Borko
Download or read book Mathematics Professional Development written by Hilda Borko and published by Teachers College Press. This book was released on 2015-04-15 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: This resource will help school leaders and other professional development providers conduct ongoing, structured learning opportunities for mathematics teachers (K-12). The authors present models for professional development and the preparation of PD leaders designed and field-tested as part of two research projects supported by the National Science Foundation. The Problem-Solving Cycle model and the Mathematics Leadership Preparation model focus on topics of primary interest to mathematics teachers - mathematics content, classroom instruction, and student learning. They are intentionally designed so that they can be tailored to meet the needs and interests of participating teachers and schools. Through engaging vignettes, the authors describe the models, summarize key research findings, and share lessons learned. The book also includes detailed examples of workshop activities for both teachers and PD leaders.
