Professional learning for math teachers is a plus for students

摘要

Using 4th- and 8th-grade mathematics data from 2003, 2007, and 2011 Third International Mathematics and Science Study (T1MSS) assessments, researchers conducted a cross-national empirical study to examine teacher participation in professional development and its impact on student achievement. They conclude that, although 4th- and 8th-grade students in the United States had more access to teachers who participated in professional learning than similar students in other countries, one-third to one-half of 4th graders were taught by teachers who had no professional development in mathematics. They also conclude that teachers' participation in professional development was positively associated with student achievement.