Search results for: Desimone Laura M.
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In this article, the authors explore the level, variation, and change in teacher knowledge and instruction in the first two years of teaching, the relationship between Mathematical Knowledge for Teaching (MKT) and more distal measures such as certification. The findings reveal that many beginning math teachers had neither a degree in math nor substantial coursework in math. The authors also found that beginning teachers in this study generally had low levels of knowledge (as measured by the MKT), a balanced approach to cognitive demands, low levels of discussion quality, and substantial across-teacher variation in topic coverage. Furthermore, this study provides empirical evidence documenting that in their first two years of teaching, middle school math teachers improved in their math knowledge and improved on some but not all measures of instructional quality.
Updated: Apr. 05, 2017
Linking Student Achievement Growth to Professional Development Participation and Changes in Instruction: A Longitudinal Study of Elementary Students and Teachers in Title I Schools
This study examines relationships between teachers’ participation in professional development and changes in instruction, and between instruction and student achievement growth, from third to fifth grade. The findings reveal that when teachers participated in professional development that focused on math content or instructional strategies in mathematics, they were more likely to teach in ways associated with student achievement growth.
Updated: Jul. 03, 2013
In describing state policy environments along several dimensions, the authors examine which types of policies are more or less influential in moving teachers into the types of professional development that research has shown to be most effective for improved teaching and learning. The authors conclude that both state- and school-level policy environments are associated with teachers taking high-quality professional development, but these findings are most pronounced in high-stakes subject areas.
Updated: Nov. 01, 2011
Teacher Effects and the Achievement Gap: Do Teacher and Teaching Quality Influence the Achievement Gap Between Black and White and High- and Low-SES Students in the Early Grades?
In this study, the authors explore the extent to which specific aspects of teacher quality and teaching quality influence mathematics achievement growth and the achievement gap between White and Black students and low- and high-SES students in kindergarten and first grade. The authors found that lower achieving students are initially assigned to teachers who emphasize basic instruction. Furthermore, the authors found that higher achieving students are assigned teachers who emphasize more advanced instruction.
Updated: Nov. 28, 2010
Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures
The author suggests to apply recent research knowledge to improve the conceptualization, measures, and methodology for studying the effects of teachers’ professional development on teachers and students. She makes the case that there is a research consensus to support the use of a set of core features and a common conceptual framework in professional development impact studies.
Updated: Jun. 02, 2009