Evaluation of a Curriculum-Focused Professional Development Program in Elementary School Mathematics

• In Event: Poster Session 19
  In Poster Session: Supporting, Challenging, and Shifting Teacher Practice in STEM

Abstract

This paper shares the findings from data from Year Two of the Mathematics Science Partnership (MSP) Grant Project. Pre- and post-project data was collected about participants' instructional practices, beliefs, and content knowledge. Student assessments were also collected from 3 curriculum-based assessments. Vavious analyses indicated that most participants demonstrated a shift towards student-centered practices as well gains in content knowledge. Teachers who shifted towards student-centered practices demonstrated more gains on many student assessments. Implications for professional development and future research are also shared.

Authors

• Andrew B. Polly, University of North Carolina - Charlotte

• Chuang Wang, University of North Carolina - Charlotte

• David K. Pugalee, University of North Carolina - Charlotte

• Christie Lynn Martin, University of North Carolina - Charlotte