Context-Driven Learning From Professional Development: Examining Teacher Knowledge, Instructional Practice, and Student Mathematics Achievement Gains

• In Event: 61.031 - How Political, Social, and Institutional Contexts Matter for Teacher Learning

Abstract

Professional development (PD) that sets ambitious goals for teacher learning is in high demand. In the mathematics field, PD aligned with the Common Core State Standards is especially needed to help teachers gain mathematical knowledge for teaching and develop fluency in making instructional decisions that support students’ learning of challenging content. The intervention consists of well-specified PD materials that engage teachers in learning complex mathematical concepts through videocases. We describe a group-randomized efficacy study examining the effectiveness of this intervention. Our findings suggest that the intervention strongly impacted teachers’ instructional practice, leading to some student learning improvements. Additionally, teachers in the two locations examined in this study exhibited context-based differences in their learning.

Authors

• Jennifer K. Jacobs, University of Colorado - Boulder

• Karen A. Koellner, Hunter College - CUNY

• Nanette M. Seago, WestEd

• Helen Garnier

• Chao Wang, University of Colorado