Search results for: Phelps Geoffrey
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Does Teacher Learning Last? Understanding How Much Teachers Retain Their Knowledge After Professional Development
Teacher professional development (PD) is seen as a promising intervention to improve teacher knowledge, instructional practice, and ultimately student learning. While research finds instances of significant program effects on teacher knowledge, little is known about how long these effects last. If teachers forget what is learned, the contribution of the intervention will be diminished. Using a large-scale data set, this study examines the sustainability of gains in teachers’ content knowledge for teaching mathematics (CKT-M). Results show that there is a negative rate of change in CKT after teachers complete the training, suggesting that the average score gain from the program is lost in just 37 days. There is, however, variation in how quickly knowledge is lost, with teachers participating in summer programs losing more rapidly than those who attend programs that occur during school years. The implications of these findings on designing and evaluating PD programs are discussed.
Updated: Mar. 15, 2021
The goal of the study was to examine the nature of professionally oriented subject matter knowledge in mathematics. Therefore, the authors studied actual mathematics teaching and identified mathematical knowledge for teaching based on analyses of the mathematical problems that arise in teaching. In conjunction, measures of mathematical knowledge for teaching were developed.
Updated: Jan. 28, 2009
Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: An Exploratory Study
This study illuminates the claims that teachers' mathematical knowledge plays an important role in their teaching of this subject matter. In particular, we focus on teachers' mathematical knowledge for teaching (MKT), which includes both the mathematical knowledge that is common to individuals working in diverse professions and the mathematical knowledge that is specialized to teaching. A significant, strong, and positive association is found between levels of MKT and the mathematical quality of instruction.
Updated: Nov. 03, 2008