Investigating How a Yearlong, Content-Based Professional Development Program Impacts Teachers' Teaching Efficacy and Student Achievement

• In Event: Elementary Mathematics and Science Teacher Learning

Abstract

In response to the urgent need for effective professional development (PD) to improve both content knowledge and instructional practices in accordance with the Common Core State Standards for Mathematics, we designed and implemented a yearlong, intensive PD program for K-3 elementary teachers in a high-need school district. This study evaluated the effectiveness of the PD program through collecting and analyzing quantitative data regarding teacher participants’ teaching efficacy and their students’ math performance on standardized tests throughout the PD year. The results indicate that the content-based PD program may have had positive effects on enhancing teachers’ self efficacy in teaching math to young learners and their pedagogical content knowledge, and on student achievement in some grade levels.

Author

• Xiaobo She, Governors State University