The Effects on Student Mathematics Achievement of Academy versus Institute Models of Teacher Professional Development

• In Event: Poster Session 11
  In Poster Session: Evaluations of Mathematics Programs and Interventions for K–12 Students

Abstract

Evaluation research findings are presented based on student data collected after the Mathematics in the Early Grades (MEG) Improving Teacher Quality project had carried out professional development training during two summers and provided coaching for two academic years. Because the study was purposefully designed to allow investigation of whether the type of professional development (PD) the MEG teacher participated in during the second summer (Academy versus Institute) resulted in differential student performance, these results based on both project-specific measures and standardized state tests of mathematical achievement are highlighted. The methodological challenges of executing a study such as this and well as implications for those who both provide and utilize professional development services are discussed.

Authors

• Rachelle Kisst Hackett, University of the Pacific

• Lynne A. Bercaw, California State University - Chico

• Matthew Ciancetta, Western Oregon University

• Jorgen Berglund, California State University - Chico

• Giovanna Stephens, California State University - Chico

• Sharon H. Ross, California State University - Chico