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Supporting Kindergarten Teachers’ Mathematics Instruction and Student Achievement Through a Curriculum-Based Professional Development Program
Drew Polly - Personal Name
Chuang Wang - Personal Name
Richard Lambert - Personal Name
Christie Martin - Personal Name
Jennifer Richardson McGee - Personal Name
David Pugalee - Personal Name
Amy Lehew - Personal Name
This study investigates the impacts of a yearlong professional development program on Kindergarten
teachers’ beliefs and practices and the association of these
changes with student achievement in mathematics measured by curriculum-based instruments. Although teacher
content knowledge was not statistically significantly different before and after participation in the program, changes in teachers’ beliefs and practices were both noticed: a
trend towards discovery/connectionist orientation and student-centered practices. Teachers’ gain scores on a measure of mathematics content knowledge was positively
related to the linear growth rate of student achievement.
teachers’ beliefs and practices and the association of these
changes with student achievement in mathematics measured by curriculum-based instruments. Although teacher
content knowledge was not statistically significantly different before and after participation in the program, changes in teachers’ beliefs and practices were both noticed: a
trend towards discovery/connectionist orientation and student-centered practices. Teachers’ gain scores on a measure of mathematics content knowledge was positively
related to the linear growth rate of student achievement.
Ketersediaan
| J173 | Perpustakaan FITK Pusat | Tersedia |
Informasi Detil
Judul Seri
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No. Panggil
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Penerbit
New York:Springer : New York., 2017
Deskripsi Fisik
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Bahasa
English
ISBN/ISSN
1573-1707
Klasifikasi
NONE
Informasi Detil
Tipe Isi
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Tipe Media
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Tipe Pembawa
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Edisi
(2017) 45:121–131 DOI
Info Detil Spesifik
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Pernyataan Tanggungjawab
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Tidak tersedia versi lain
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