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A case study of the Math Matters pro...

Kopecky, Cara L.

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A case study of the Math Matters professional development program in one elementary school.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A case study of the Math Matters professional development program in one elementary school./
Author:	Kopecky, Cara L.
Description:	79 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2179.
Contained By:	Dissertation Abstracts International66-06A.
Subject:	Education, Teacher Training. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3180442
ISBN:	0542205386

A case study of the Math Matters professional development program in one elementary school.
Kopecky, Cara L.

A case study of the Math Matters professional development program in one elementary school. - 79 p.

Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2179.

Thesis (Ed.D.)--University of Southern California, 2005.

This case study investigated whether the implementation of a long-term, on-going professional development program, Math Matters, which focused on increasing content knowledge in mathematics and provided teachers with content and classroom management techniques, affected student achievement on the New Standards Review exam. The staff members who participated in the training represented grades Kindergarten through 5th grade at Plains Elementary School in Providence, Rhode Island.

ISBN: 0542205386Subjects--Topical Terms:

783747
Education, Teacher Training.

A case study of the Math Matters professional development program in one elementary school.
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100 1 $a Kopecky, Cara L. $3 1901194
245 1 2 $a A case study of the Math Matters professional development program in one elementary school.
300 $a 79 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2179.
500 $a Adviser: Dennis Hocevar.
502 $a Thesis (Ed.D.)--University of Southern California, 2005.
520 $a This case study investigated whether the implementation of a long-term, on-going professional development program, Math Matters, which focused on increasing content knowledge in mathematics and provided teachers with content and classroom management techniques, affected student achievement on the New Standards Review exam. The staff members who participated in the training represented grades Kindergarten through 5th grade at Plains Elementary School in Providence, Rhode Island.
520 $a In order to evaluate the effects of Math Matters at Plains Elementary, three sources of data were collected: (a) yearly test scores on the New Standards Review Exam, (b) pre/post surveys, and (c) interviews and classroom observations. The following research questions were assessed: (a) Did an increase of a teacher's mathematical knowledge improve student achievement in mathematics? (b) In what ways did a long-term, ongoing, professional development improve a mathematics program within the school? and (c) Did the inclusion of all staff members in the professional development contribute to the effectiveness of the mathematics program? The New Standards Review data were collected over a 4-year period, to coincide with the school's participation in the Math Matters training. The New Standards Review exam was administered to students in Grades 2--5 in spring 1999, spring 2000, spring 2001, and spring 2002. The mathematics portion of the test includes three parts: (a) math skills, (b) problem solving, and (c) math concepts. From 1998 to 2002, the students at Plains increased a total of 40% in math skills, 47% in math concepts, and 40% gain in problem solving on the New Standards Exams. These gains were not noted in any of the three comparison schools.
520 $a The participant surveys were given as a measurement to gauge overall changes in the mathematics program. Through these surveys, it was reported that the mathematics program at Plains Elementary improved by approximately 40% over the course of the training and implementation of Math Matters.
520 $a In the course of classroom observations and staff interviews, it was revealed that participants noted that the professional development resulted in changed attitudes, improvement in content knowledge, and their participation in the training was a significant part in the school's success throughout the years.
590 $a School code: 0208.
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, Elementary. $3 516171
650 4 $a Education, Mathematics. $3 1017588
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690 $a 0524
690 $a 0280
710 2 0 $a University of Southern California. $3 700129
773 0 $t Dissertation Abstracts International $g 66-06A.
790 1 0 $a Hocevar, Dennis, $e advisor
790 $a 0208
791 $a Ed.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3180442