Elementary Mathematics Specialists in Rural Schools: Examining the Relationship Between Specialists' Activity and Student Achievement

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Abstract

Elementary mathematics specialists are placed in schools to construct leadership roles and to provide professional development addressing mathematical content and pedagogy in an effort to enhance instruction and improve student achievement. This paper presents the results of a 2-year randomized control-treatment study in rural elementary schools that examined the relationship between student achievement and the amount, type and content of elementary mathematics specialists’ professional activity.

Authors

• Matthew J. Griffin, University of Maryland

• Patricia F. Campbell, University of Maryland - College Park