The Impact of a Professional Development Program on Teachers' Mathematical Knowledge for Teaching, Instruction, and Student Achievement

Jacob, Robin; Hill, Heather C.; Corey, Doug

doi:10.1080/19345747.2016.1273411

Cited by 97 publications

(89 citation statements)

References 43 publications

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“…There is evidence in a large body of research that professional development affects teachers' attitude toward students, their teaching profession and identity as educators as well as their pedagogical knowledge and teaching skills (Jacob, Hill & Corey, 2017;Taylor et al, 2017). As part of education policies, it is accepted that teachers need to develop professionally in order to improve their teaching practice and to impart learning skills to students due to the constant changes in the development of societies (Vangrieken et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

The Role of Pedagogical Practices in Novice Teachers' Work

Sasson,

Kalir,

Malkinson

2020

EUROPEAN J ED RES

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Achieving educational goals is based on the skills and competence of teachers; therefore, professional development of teachers is important to policy and decision-makers. Worldwide, the percentage of teachers who leave the profession within their first years of teaching is high therefore, professional support is essential to ease on their integration. Previous research indicates a positive and significant correlation between teachers' self-efficacy and their attitudes toward the teaching profession. Our study included three hypotheses: 1) teachers' pedagogical applications serve as mediators for the relationship between teachers' selfefficacy and their attitudes toward the profession; 2) participating in a professional development school (PDS) training program interacts with teachers' self-efficacy in predicting their attitudes toward the profession; and, 3) participation in a PDS training program will positively affect the two variables. A close and open-ended questionnaire was replied by 300 novice teachers, some of whom participated in the PDS program and others who did not. Findings indicate that the relationship between teachers' sense of self-efficacy and their attitudes towards the teaching profession was partially mediated by: applying constructivist pedagogical practices; matching to differences between learners; collaboration between fellow teachers; accountability; planning and teaching management; and academy-community relationships. Participation in a PDS program was not found as a moderator variable for this relationship, but novice teachers who participated in this program had a significant higher sense of self-efficacy and more positive attitudes towards the teaching profession. Findings are important for designing novice teacher training programs with an emphasis on the implementation of specific pedagogical practices.

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Section: Introductionmentioning

confidence: 99%

The Role of Pedagogical Practices in Novice Teachers' Work

Sasson,

Kalir,

Malkinson

2020

EUROPEAN J ED RES

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“…Professional development for teachers is one possible strategy for improving student achievement. Regrettably, a recent trend toward rigorous evaluation of the impact of highly regarded teacher PD programs on student learning has yielded mostly null findings (Garet et al, 2011;Garet et al, 2016;Jacob, Hill, & Corey, 2017;Jayanthi et al, 2017;Santagata et al, 2010). In a review of the emerging evidence of the effects of teacher PD programs on student learning, Wilson (2013) concluded, "it is nearly impossible to isolate the effects of PD on student learning" (p. 312).…”

Section: Introductionmentioning

confidence: 99%

Effects of the first year of a three-year CGI teacher professional-development program on grades 3–5 student achievement: A multisite cluster-randomized trial

Schoen¹,

LaVenia²,

Tazaz³

2018

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“…Kenyataannya, hasil belajar matematika siswa pada umumnya masih tergolong rendah (Simzar, Martinez, Rutherford, Domina, & Conley, 2015;Han, Capraro, & Capraro, 2015;Jacob, Hill, & Corey, 2017 ). Masih banyak siswa belum mencapai Kriteria ketuntasan minimum (KKM) yang ditetapkan guru untuk mata pelajaran tersebut.…”

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Think-Talk-Write: Strategi untuk Meningkatkan Hasil Belajar Matematika Siswa

Yadrika

2019

JNPM (Jurnal Nasional Pendidikan Matematika)

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Abstrak. Keefektifan suatu strategi pembelajaran yang dilakukan dalam proses belajar mengajar merupakan faktor utama yang mempengaruhi hasil belajar siswa. Penelitian ini bertujuan untuk meningkatkan hasil belajar matematika siswa melalui penerapan strategi Think-Talk-Write dalam proses pembelajaran. Penelitian ini merupakan penelitian kualitatif. Instrumen pengumpulan data terdiri dari tes hasil belajar dan lembar pengamatan. Subjek dari penelitian ini yaitu 39 siswa kelas VIII SMP Negeri di Pekanbaru. Hasil Penelitian ini menunjukkan bahwa terdapat peningkatan hasil belajar matematika siswa sebesar 77% dan jumlah siswa yang mencapai KKM juga meningkat sebesar 15,38%.

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The Impact of a Professional Development Program on Teachers' Mathematical Knowledge for Teaching, Instruction, and Student Achievement

Cited by 97 publications

References 43 publications

The Role of Pedagogical Practices in Novice Teachers' Work

The Role of Pedagogical Practices in Novice Teachers' Work

Effects of the first year of a three-year CGI teacher professional-development program on grades 3–5 student achievement: A multisite cluster-randomized trial

Think-Talk-Write: Strategi untuk Meningkatkan Hasil Belajar Matematika Siswa

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