Relationship Between Professional Development, Teachers' Instructional Practices, and the Achievement of Students in Science and Mathematics

Abstract

The purpose of this study was to examine the relationship between different types of professional development, teachers' instructional practices, and the achievement of students in science and mathematics. The types of professional development studied included immersion, examining practice, curriculum implementation, curriculum development, and collaborative work. Data regarding teachers' instructional practices and the amount of professional development were collected using teacher surveys. Ninety‐four middle school science teachers and 104 middle school mathematics teachers participated in the study. Student achievement was measured using eighth grade state science and mathematics achievement test data. Regression analyses suggested that for both science and mathematics teachers, examining practice and curriculum development were significantly related to the use of standards‐based instructional practices. Only curriculum development for mathematics teachers was significantly related to student achievement. Implications of results for the professional development of science and mathematics teachers are discussed.

Standards-Based Accountability Under No Child Left Behind: Experiences of Teachers and Administrators in Three States

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Characteristics of Teacher Training in School-Based Physical Education Interventions to Improve Fundamental Movement Skills and/or Physical Activity: A Systematic Review

“…Thus, there is a clear need for continuing professional development to promote ongoing teacher learning and improve teacher instructional practices [35,36]. The positive influence that teacher training or professional development programs have on teaching behavior has been well established in several school disciplines (e.g., science, mathematics) [37][38][39]. Despite the correlation between teacher training and improved teacher instructional practices, the literature is fraught with concern surrounding the current state of professional development in physical education (PE) [40,41].…”

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