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Knowing the Common Core State Standa...

Kniss, Kathleen B.

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Knowing the Common Core State Standards for Mathematics: A Study of Professional Development Methods That Promote Implementation.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Knowing the Common Core State Standards for Mathematics: A Study of Professional Development Methods That Promote Implementation./
作者:	Kniss, Kathleen B.
面頁冊數:	123 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.
Contained By:	Dissertation Abstracts International77-03A(E).
標題:	Education policy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3731918
ISBN:	9781339184999

Knowing the Common Core State Standards for Mathematics: A Study of Professional Development Methods That Promote Implementation.
Kniss, Kathleen B.

Knowing the Common Core State Standards for Mathematics: A Study of Professional Development Methods That Promote Implementation. - 123 p.

Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.

Thesis (Ph.D.)--University of Wyoming, 2015.

This study sought to answer the question, "To what extent does participation in the Professional Development Module: Understanding the language of the Common Core State Standards for Mathematics (CCSSM) influence teachers' instructional practices?"

ISBN: 9781339184999Subjects--Topical Terms:

2191387
Education policy.

Knowing the Common Core State Standards for Mathematics: A Study of Professional Development Methods That Promote Implementation.
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245 1 0 $a Knowing the Common Core State Standards for Mathematics: A Study of Professional Development Methods That Promote Implementation.
300 $a 123 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.
500 $a Advisers: Katherine Welsh; Scott Chamberlin.
502 $a Thesis (Ph.D.)--University of Wyoming, 2015.
520 $a This study sought to answer the question, "To what extent does participation in the Professional Development Module: Understanding the language of the Common Core State Standards for Mathematics (CCSSM) influence teachers' instructional practices?"
520 $a The review of existing literature indicated that there are formats and time constraints that can be employed in an effort to maximize any professional learning experience. But these constraints were not specific to the standards, but rather general parameters for any professional learning experience. These characteristics were employed to provide teachers with access to quality professional learning experiences, and to increase the liklihood that the research questions, and most specifically, the role of the CCSSM in the research questions could be explored without inviting questions regarding the length or format of the professional learning experiences.
520 $a The findings produced the following insight: 1. Participating teachers identified specific learning from the professional development experiences that were evident in practice. 2. Collaboration was a critical component of participants' experience and reported learning from, and observations of practice varied based on proximity to formal professional development experiences. 3. Aspects of reported learning were only partially supported by other measures.
520 $a The recommendations resulting from these responses invite professional developers to establish a strong understanding of the standards document, but charges that the work not stop there. Professional learning must be ongoing, it must balance formal and informal learning opportunities, and it must recognize that multiple measures should be used when evaluating effectiveness.
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