Effects of Teacher Professional Learning Activities on Student Achievement Growth in Mathematics

• In Event: Teaching Professional Learning in Mathematics

Abstract

The study examined the effects of six types of teacher professional learning activities on student achievement growth over four years using statewide longitudinal survey data collected from 467 middle school mathematics teachers merged with 11,192 middle school students’ mathematics scores in state assessment in Missouri. The data showed that learning activities that focus on teacher interactions around mathematics teaching and learning (teacher collaboration and informal communication) seem to be more effective in improving student achievement than learning activities that do not necessarily involve such interactions (professional development programs, university courses, individual learning activities). The focus on the study of mathematics teaching or student mathematics learning in professional conference activities also seems to be beneficial in improving student achievement.

Authors

• Motoko Akiba, Florida State University

• Guodong Liang, Community Training and Assistance Center (CTAC)