Sustainability of a Teacher Professional Development Program on Students’ Proportional Reasoning Skills

Jitendra, Asha K.; Harwell, Michael R.; Im, Soo-hyun

doi:10.1080/00220973.2022.2092832

Cited by 2 publications

(19 citation statements)

References 55 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Building on our previous research regarding the effectiveness of SBI, delivered in a variety of settings to heterogeneous samples of students with various mathematical abilities (see Jitendra et al., 2015, 2018, 2019; Jitendra, Harwell, Karl, et al, 2021; Jitendra & Im, 2019), two studies examined the sustainability of the SBI teacher PD program in the achievement of desirable student outcomes and professional practice over time (Jitendra, Harwell, et al., 2016; Jitendra, Harwell, & Im, 2021). An important characteristic of Jitendra, Harwell, et al.…”

Section: Prior Studies On the Effectiveness Of Sbi And Its Sustainabi...mentioning

confidence: 99%

“…(2016) was that mostly rural schools in one state in the upper Midwest participated, producing a sample of students and teachers who were predominantly White. In contrast, Jitendra, Harwell, and Im (2021) used a sample of demographically diverse students in different geographic regions of the country in urban, suburban, and rural schools. In Jitendra, Harwell, et al.…”

Section: Prior Studies On the Effectiveness Of Sbi And Its Sustainabi...mentioning

confidence: 99%

“…These findings contribute to our understanding of the conditions for promoting the sustainability of the SBI teacher PD program: high-quality PD combined with SBI instructional materials. The current study builds on these studies (Jitendra, Harwell, et al., 2016; Jitendra, Harwell, & Im, 2021) to understand whether the SBI experience effect would generalize to impact the mathematics outcomes of students with MD served in inclusive general education classrooms.…”

Section: Prior Studies On the Effectiveness Of Sbi And Its Sustainabi...mentioning

confidence: 99%

“…The current study is consistent with our focus on the sustainability impact of the SBI teacher PD program, using SBI-experienced-teacher implementers and SBI-novice-teacher implementers, on the mathematics outcomes of a population of students with MD. Specifically, this article reports on the learning outcomes of a subgroup of students with MD taken from Jitendra, Harwell, and Im (2021) after the 1st year of a 2-year study of the SBI program and corresponding PD. To situate the Jitendra, Harwell, and Im study, we review Year 1 of their effectiveness trial (Jitendra et al., 2019).…”

Section: Prior Studies On the Effectiveness Of Sbi And Its Sustainabi...mentioning

confidence: 99%

“…The present study draws on data from Jitendra, Harwell, and Im (2021) that include classroom video recordings of teachers’ instructional practices, assessments of students with MD, and teacher and students surveys of acceptability of SBI. We considered the following questions: To what extent does implementation fidelity to the core components of the SBI program differ for SBI-experienced-teacher implementers compared with SBI-novice-teacher implementers?…”

Section: Prior Studies On the Effectiveness Of Sbi And Its Sustainabi...mentioning

confidence: 99%

See 4 more Smart Citations

Sustainability of a Teacher Professional Development Program on Proportional Reasoning Skills of Students With Mathematics Difficulties

Jitendra

Harwell

2022

Exceptional Children

Self Cite

View full text Add to dashboard Cite

Proportional reasoning is the cornerstone of many higher-level mathematics topics. We evaluated the sustainability effects of schema-based instruction (SBI) on proportional reasoning and the impact of professional development (PD) on the instructional practices of two cohorts of seventh-grade teachers (i.e., SBI-experienced-teacher implementers, who taught SBI in a previous study; SBI-novice-teacher implementers, who taught SBI for the first time with PD) and mathematics outcomes of students with mathematics learning difficulties. SBI was implemented for 6 weeks by 49 teachers in two distal states. Despite the cessation of PD provided to SBI experienced-teacher implementers, teachers in both cohorts demonstrated similar levels of fidelity. Results indicated no SBI experience effect on the immediate and 11-week retention tests of proportional problem solving, on a general measure of problem solving, and on an end-of-year mathematics achievement test, suggesting that the effectiveness of SBI generalizes over time to different cohorts of teachers and students.

show abstract

Section: Prior Studies On the Effectiveness Of Sbi And Its Sustainabi...mentioning

confidence: 99%

Section: Prior Studies On the Effectiveness Of Sbi And Its Sustainabi...mentioning

confidence: 99%

Section: Prior Studies On the Effectiveness Of Sbi And Its Sustainabi...mentioning

confidence: 99%

Section: Prior Studies On the Effectiveness Of Sbi And Its Sustainabi...mentioning

confidence: 99%

Section: Prior Studies On the Effectiveness Of Sbi And Its Sustainabi...mentioning

confidence: 99%

See 3 more Smart Citations

Sustainability of a Teacher Professional Development Program on Proportional Reasoning Skills of Students With Mathematics Difficulties

Jitendra

Harwell

2022

Exceptional Children

Self Cite

View full text Add to dashboard Cite

show abstract

Current Research Informing the Conceptualization of STEM Interventions for Students With LD: An Introduction to the Special Series

De La Paz,

van Garderen

2024

Learning Disability Quarterly

View full text Add to dashboard Cite

This article introduces and describes the studies that are part of the thematic special series aimed at exploring research questions for improving learning outcomes for students with learning disabilities (SLD) in science and mathematics. Special educators have the requisite knowledge and skills to meaningfully include these students in studies that focus on important disciplinary understandings; yet, to date, relatively few special educators develop and validate interventions for students with high incidence disabilities to learn about science or mathematical practices. Given the fact that most SLD receive instruction in the general education classroom, where there are reforms that call for increased rigor in instruction and meaningful problem-solving for all students, it is imperative that SLD receive effective supports for deep content learning. We hope the current articles spark readers’ interests in adding to this emerging body of research and invite others to build on the ideas shared in the special series.

show abstract

Sustainability of a Teacher Professional Development Program on Students’ Proportional Reasoning Skills

Cited by 2 publications

References 55 publications

Sustainability of a Teacher Professional Development Program on Proportional Reasoning Skills of Students With Mathematics Difficulties

Sustainability of a Teacher Professional Development Program on Proportional Reasoning Skills of Students With Mathematics Difficulties

Current Research Informing the Conceptualization of STEM Interventions for Students With LD: An Introduction to the Special Series

Contact Info

Product

Resources

About