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From the Common Core to the Classroo...

Rimbey, Kimberly A.

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From the Common Core to the Classroom: A Professional Development Efficacy Study for the Common Core State Standards for Mathematics.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	From the Common Core to the Classroom: A Professional Development Efficacy Study for the Common Core State Standards for Mathematics./
作者:	Rimbey, Kimberly A.
面頁冊數:	211 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
Contained By:	Dissertation Abstracts International74-08A(E).
標題:	Education, Mathematics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3560379
ISBN:	9781303063084

From the Common Core to the Classroom: A Professional Development Efficacy Study for the Common Core State Standards for Mathematics.
Rimbey, Kimberly A.

From the Common Core to the Classroom: A Professional Development Efficacy Study for the Common Core State Standards for Mathematics. - 211 p.

Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.

Thesis (Ph.D.)--Arizona State University, 2013.

In this mixed-methods study, I examined the relationship between professional development based on the Common Core State Standards for Mathematics and teacher knowledge, classroom practice, and student learning. Participants were randomly assigned to experimental and control groups. The 50-hour professional development treatment was administered to the treatment group during one semester, and then a follow-up replication treatment was administered to the control group during the subsequent semester. Results revealed significant differences in teacher knowledge as a result of the treatment using two instruments. The Learning Mathematics for Teaching scales were used to detect changes in mathematical knowledge for teaching, and an online sorting task was used to detect changes in teachers' knowledge of their standards. Results also indicated differences in classroom practice between pairs of matched teachers selected to participate in classroom observations and interviews. No statistical difference was detected between the groups' student assessment scores using the district's benchmark assessment system.

ISBN: 9781303063084Subjects--Topical Terms:

1017588
Education, Mathematics.

From the Common Core to the Classroom: A Professional Development Efficacy Study for the Common Core State Standards for Mathematics.
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245 1 0 $a From the Common Core to the Classroom: A Professional Development Efficacy Study for the Common Core State Standards for Mathematics.
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500 $a Adviser: James Middleton.
502 $a Thesis (Ph.D.)--Arizona State University, 2013.
520 $a In this mixed-methods study, I examined the relationship between professional development based on the Common Core State Standards for Mathematics and teacher knowledge, classroom practice, and student learning. Participants were randomly assigned to experimental and control groups. The 50-hour professional development treatment was administered to the treatment group during one semester, and then a follow-up replication treatment was administered to the control group during the subsequent semester. Results revealed significant differences in teacher knowledge as a result of the treatment using two instruments. The Learning Mathematics for Teaching scales were used to detect changes in mathematical knowledge for teaching, and an online sorting task was used to detect changes in teachers' knowledge of their standards. Results also indicated differences in classroom practice between pairs of matched teachers selected to participate in classroom observations and interviews. No statistical difference was detected between the groups' student assessment scores using the district's benchmark assessment system.
520 $a This efficacy study contributes to the literature in two ways. First, it provides an evidence base for a professional development model designed to promote effective implementation of the Common Core State Standards for Mathematics. Second, it addresses ways to impact and measure teachers' knowledge of curriculum in addition to their mathematical content knowledge. The treatment was designed to focus on knowledge of curriculum, but it also successfully impacted teachers' specialized content knowledge, knowledge of content and students, and knowledge of content and teaching.
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