Date of Award
2006
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Mathematics
Abstract
The National Council of Teachers of Mathematics determined there were several concepts or standards†needed for quality teaching of math While few dispute their importance, little support and resources are provided to help teachers understand and meet these standards. Long term professional development which focuses on how to teach with these standards could play a crucial role in improving the academic achievement of students. In this study, professional development opportunities were provided for teachers to explore the various elements of mathematics and develop a better understanding of how to teach them. The main purpose of the research was to study the effects of this professional development on student achievement in fourth and fifth grade mathematics classrooms through three years of intervention. Teachers representing approximately 1530 fourth grade and 1539 fifth grade students participated in a week long Summer Professional Development workshop to learn hands-on mathematics methodology and how to write Standards-based plans. They were required to write four lesson plans, teach a minimum of 24 standards-based lessons, and attend eight workshops each school year. Pre- and posttest scores of students in the fourth and fifth grade classrooms indicated that significant growth occurred in each grade. Further, gains were significant in fourth grade when compared to the control group but fifth grade did not reveal significant results. This study confirms the results of Weiss et al., (2002), who found that teachers trained produced more effective lessons than those not using a standards-based curriculum. However, the current study included the quantitative measure of student achievement. Further, the results of this study are consistent with the findings of McREL (2000) and the U.S. Department ofEducation (1995) that initial professional development should be followed by series of training workshops and extends their findings to include three years of training, standards-based curriculum and manipulatives.
Recommended Citation
Mcbride, Martin Amy, "The Effects Of Professional Development To Create Standards -Based Curriculum On Student Achievement In Fourth And Fifth Grade Mathematics Classrooms" (2006). All-Inclusive List of Electronic Theses and Dissertations. 1082.
https://scholars.indianastate.edu/etds/1082