Linking professional development, teacher outcomes, and student achievement: The case of a learner-centered mathematics program for elementary school teachers

Polly, Drew; McGee, Jennifer; Wang, Chuang; Martin, Christie; Lambert, Richard G.; Pugalee, David

doi:10.1016/j.ijer.2015.04.002

Cited by 55 publications

(45 citation statements)

References 25 publications

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“…This is also mirrored in the literature, where researchers suggest that classroom management may, in fact, have a number of other components which affect students' ability to successfully follow requirements and achieve (Polly et al, 2015;Mastropieri & Scruggs, 2010).…”

Section: Conclusion Implications Future Research Directions and Lmentioning

confidence: 78%

“…This point is raised by other researchers too (Meissel et al, 2016;Polly et al, 2015). The study recommends that using need assessment tools such as the NSDC's (2001) Standards for Staff Development.…”

Section: Discussionmentioning

confidence: 99%

“…Developing an effective means of supporting and retaining teachers is crucial to creating a quality learning environment for students and a supportive work environment for teachers (Evers, Van der Heijden, & Kreijns, 2016;Polly et al, 2015). Professional development is necessary to fill in the gaps in the skill sets of new teachers, and to continue to develop the expertise of teachers (Evers et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Perception of Teachers’ Professional Development Needs, Impacts, and Barriers

et al. 2016

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The article reports on findings from the TALIS (Teaching and Learning International Survey) 2013 study for Abu Dhabi which gathered teachers' views on teaching and learning with a focus on professional development. The aim of this study is to better understand teachers' perceptions of professional development needs and impacts as well as the barriers faced by teachers from secondary schools in Abu Dhabi. The study provides some insights into the variations of those perceptions relative to other independent variables such as teachers' age and gender, and type of schools. With regard to the perceived need for professional development activities, the most significant variation is observed with regard to public or private schools. With regard to the impact of those activities, male teachers almost consistently assign higher perceived impact scores than female teachers. Public schools also assign higher perceived impact scores for all activities that they participated in. However, female teachers assign significantly higher perceived barrier scores to five of the seven listed barriers to participating in professional development activities. The research has implications for professional development providers to ensure the effectiveness of professional development opportunities for educators in Abu Dhabi.

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Section: Conclusion Implications Future Research Directions and Lmentioning

confidence: 78%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Perception of Teachers’ Professional Development Needs, Impacts, and Barriers

et al. 2016

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Section: Teachers' Beliefsmentioning

confidence: 93%

“…For several decades, experts in education have drawn similar conclusions that emphasize the importance of developing effective pedagogical practices within teachers as a basis for increasing student achievement (Brophy, 1986). Furthermore, teacher content knowledge, in addition to instructional practices, has been shown to closely align with student achievement (Polly et al, 2015).The design of the lessons and activities that students will engage in will also influence how successful students will be in the classroom. Teachers who design challenging and relevant learning tasks might be able to help students achieve at higher levels, depending on students' assumptions about their own intelligence (Dweck, 2010).…”

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confidence: 96%

story of teacher skill development : an interpretative phenomenological analysis

Norwood¹

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An abundance of research identifies teacher quality as a major, if not dominant, factor that contributes to student achievement. Although some research has identified specific characteristics of effective teachers in certain situations, there is little common agreement on which, or how, specific teacher characteristics improve student outcomes. The purpose of this interpretative phenomenological analysis study was to explore the lived experiences of teachers at an independent, East Coast high school that have contributed to their skill development over time, as well as to understand how these teachers make sense of these experiences. Using the theoretical frameworks of incremental and entity theory as well as skill development theory, this study sought to answer the following research question: What are the experiences of teachers in an independent, East Coast high school that have contributed to their skill development over time and how do these teachers make sense of these experiences as they relate to teaching, learning, and assessment in the classroom? Data analysis showed that when teachers were able to find a sense of stability after the first year in the classroom, meaningful and relevant professional development and the support provided by colleagues and mentors contributed significantly to helping teachers develop their practice and perspectives over time. Implications for practice and future research are discussed. Keywords: skill development, teacher efficacy, professional development, mentoring, student outcomes 3 AcknowledgementsThere are numerous friends, family members, and colleagues who have provided me with love and support throughout this journey and to whom I will be eternally grateful. I would first like to thank my advisor, Dr. Kelly Conn, for patiently guiding me through this endeavor. I could not have done this without your help. I would also like to thank Dr. Chris Unger who has not only inspired and empowered me but helped me to inspire and empower others as well. Thank you, Dr. Frank Green, for your friendship over the years and for sharing your seemingly endless wisdom and perspectives. And lastly, I am forever grateful for the love and support provided by This thesis is dedicated to those teachers who strive every day to shape the world, to influence history, and to change lives. You are the stars of schools everywhere. Our society owes you a great debt of gratitude for the extraordinary work you do each and every day. Keep pushing forward! 4 Statement of the ProblemThe late Malcolm Forbes once proclaimed, "The purpose of education is to replace an empty mind with an open one" (Top Tweets, 2016). Although teachers may not necessarily consider students' minds empty, the role of the teacher is to help students develop skills and acquire knowledge of a variety of topics. One could say how teachers accomplish this speaks to the art and science of teaching and learning.Teachers who enter the teaching profession typically complete a teacher-certification program in which prospecti...

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Design Case for Asynchronous Online Professional Development in Primary Grades Mathematics

Polly

Martin

2020

Handbook of Research in Educational Communications and Technology

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Linking professional development, teacher outcomes, and student achievement: The case of a learner-centered mathematics program for elementary school teachers

Cited by 55 publications

References 25 publications

Perception of Teachers’ Professional Development Needs, Impacts, and Barriers

Perception of Teachers’ Professional Development Needs, Impacts, and Barriers

story of teacher skill development : an interpretative phenomenological analysis

Design Case for Asynchronous Online Professional Development in Primary Grades Mathematics

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