Mathematics Teacher Practices and Students' Academic Achievement in Minnesota: A Study Based on TIMSS (Trends in International Mathematics and Science Study)

• In Event: Poster Session 9
  In Poster Session: Using Multilevel Modeling in Substantive Research

Abstract

This study used the eighth-grade Trends in International Mathematics and Science study (TIMSS) 2007 to examine the relationships between the teachers’ participation in professional development and their instructional practices, and students’ academic achievement in Minnesota; a benchmark state in the TIMSS data. Minnesota has implemented a standards-based curriculum and rigorous professional development for their teachers to improve the teaching and learning of mathematics. The results showed that 50% of the variation on students’ learning outcomes was by students’ teachers and their teaching practices. Non-reform oriented instructional practices had a positive relationship with students’ achievement, while students’ teachers participation in various professional development foci (e.g., critical thinking) was negatively associated to achievement. Reflections on the policy implications are provided.

Authors

• Rachel Angela Ayieko, Duquesne University

• Giovanna Moreano, Ministry of Education of Peru