The impact of technology use and teacher professional development on U.S. national assessment of educational progress (NAEP) mathematics achievement

Havard, Byron; Nguyen, Giang-Nguyen; Otto, Barbara

doi:10.1007/s10639-018-9696-4

Cited by 10 publications

(7 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Finally, mathematics performance disparities are associated with more than just the demographic composition of schools. Findings from other NAEP studies have shown that contextual factors, such as teachers' professional development (Havard et al, 2018), classroom instruction (Lubienski, 2006), and teacher resources (Lee & Reeves, 2012), are also associated with students' self-efficacy and mathematics achievement. Future researchers may consider including a broader spectrum of school-level variables to understand these contextual correlations further.…”

Section: Limitations and Future Research Directionsmentioning

confidence: 97%

The relationship between mathematics self-efficacy and mathematics achievement: multilevel analysis with NAEP 2019

Yang,

Maeda,

Gentry

2024

Large-scale Assess Educ

View full text Add to dashboard Cite

Background This empirical study aims to investigate the association between mathematics self-efficacy and mathematics achievement gaps among students in Grades 4, 8, and 12, utilizing data from the 2019 National Assessment of Educational Progress (NAEP). The study also considers student-level (e.g., mathematics self-efficacy, gender, race/ethnicity) and school-level (e.g., school location, proportion of underrepresented students) demographics to provide a comprehensive analysis of the factors contributing to mathematics achievement gaps. Methods A two-level cross-sectional multilevel modeling approach was employed to analyze the variance in mathematics achievement, partitioning it into within- and between-school components. This approach allowed for an examination of association between mathematics self-efficacy and achievement gaps while considering various student and school characteristics. The rationale behind this methodology lies in its ability to capture the hierarchical nature of educational data and provide a nuanced understanding of the factors associated with mathematics achievement. Results The analysis of the NAEP data revealed substantial variability in mathematics achievement across schools in the United States at all grade levels. Furthermore, mathematics self-efficacy emerged as a robust predictor of students' mathematics achievement, exhibiting significant effect sizes for Grades 4, 8, and 12. Remarkably, when students' mathematics self-efficacy was held constant, the mathematics achievement gaps among different student subgroups by gender, race/ethnicity, ELL, IEP, NSLP status narrowed, highlighting the importance of self-efficacy in addressing these disparities. The study also identified the presence of significant school contextual effects, further emphasizing the role of the educational environment in shaping mathematics achievement. Conclusions This study underscores the critical role of mathematics self-efficacy in influencing mathematics achievement gaps among students. By acknowledging the association between self-efficacy beliefs and mathematics achievement, policymakers and educators can develop targeted interventions to enhance students' confidence and motivation in mathematics, ultimately promoting equitable educational outcomes. The findings also emphasize the significance of school-level factors, calling for comprehensive approaches that consider both individual and contextual factors in narrowing achievement gaps. The implications of adopting a self-efficacy perspective to address mathematics achievement gaps extend to educational policy, curriculum development, and instructional practices, ultimately fostering more inclusive and effective mathematics education for all students.

show abstract

Section: Limitations and Future Research Directionsmentioning

confidence: 97%

The relationship between mathematics self-efficacy and mathematics achievement: multilevel analysis with NAEP 2019

Yang,

Maeda,

Gentry

2024

Large-scale Assess Educ

View full text Add to dashboard Cite

show abstract

“…In a PEW Research Center 2015 survey, which was when digital homework in middle and high schools was on the rise, 35% of lower-income households with school-age children did not have broadband internet connections at home (Lake & Makori, 2021;Vogel, 2021). The Pew Research Center reported that data analyzed from the 2018 National Assessment of Educational Progress (Havard et al, 2018) showed less than 6% of middle and high school-age students did not have internet at home for school…”

Section: The Digital Dividementioning

confidence: 99%

The Hoosier Science Teacher, Volume 46, Issue 1

Editorial Board

2023

THST

View full text Add to dashboard Cite

show abstract

“…Some studies revealed the two effects of mathematics teacher PD on their findings, for example, teaching knowledge and skills with teaching practice (Heck et al, 2019) and teaching knowledge and skills with students' learning outcomes (Hill et al, 2017). Kutaka et al (2017), Lindvall (2017, Polly et al (2018), Havard et al (2018) According to Guskey (2002), an effective PD programme should require an essential change in teachers' attitudes and belief. There are three main impacts discussed throughout the literature studies.…”

Section: Mathematics Teacher Pd Modelmentioning

confidence: 99%

“…Besides that, the teacher's attitude plays a significant role in effective PD. Although the change of teacher's attitude towards the implementation of PD may contribute to a better outcome, the teacher's perspective before attending a PD programme was the prerequisite for a successful result (Havard et al, 2018). The last factor is the teacher's self-efficacy.…”

Section: Teachers' Conditions For An Effective Pd Programmementioning

confidence: 99%

See 1 more Smart Citation

Professional Development of Mathematics Teacher: A Systematic Literature Review

Rosli

Aliwee

2021

CERJ

View full text Add to dashboard Cite

Implementing effective professional development (PD) programs can help teachers in developing their knowledge and skills to enhance students learning in the classroom. However, professional development (PD) programs conducted been seen as less helpful for teachers in developing their potential in teaching mathematics. Therefore, a systematic literature review was undertaken to report on the programs of professional development (PD) for mathematics teachers. This review aimed to explore the professional development (PD) programs for mathematics teacher and teacher components of an effective professional development (PD) in the empirical studies. This systematic review utilized 40 research articles from 2015 to 2020 as data from which such data were obtained from databases such as Google Scholar, ERIC, and Springer. The findings show that the mathematics teacher professional development (PD) programs been used to give an impact on teacher attitudes and practices in terms of classroom teaching practices, student learning outcomes, and teacher knowledge and skills. In addition, teachers' factors for an effective professional development (PD) program can be classified into several parts: 1) motivation, 2) attitude, 3) commitment, and 4) self-efficacy. This study is essential to strengthening the competencies of mathematics teachers based on the best model of professional development in line with current educational needs.

show abstract

The impact of technology use and teacher professional development on U.S. national assessment of educational progress (NAEP) mathematics achievement

Cited by 10 publications

References 26 publications

The relationship between mathematics self-efficacy and mathematics achievement: multilevel analysis with NAEP 2019

The relationship between mathematics self-efficacy and mathematics achievement: multilevel analysis with NAEP 2019

The Hoosier Science Teacher, Volume 46, Issue 1

Professional Development of Mathematics Teacher: A Systematic Literature Review

Contact Info

Product

Resources

About