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The Effectiveness of Professional De...

Peretin, Janeen.

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The Effectiveness of Professional Development Using a Checklist of Common Core State Standards for Mathematical Practice for Designing and Delivering Instruction on Algebra I Achievement.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effectiveness of Professional Development Using a Checklist of Common Core State Standards for Mathematical Practice for Designing and Delivering Instruction on Algebra I Achievement./
Author:	Peretin, Janeen.
Description:	161 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
Contained By:	Dissertation Abstracts International75-11A(E).
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3584655
ISBN:	9781321173338

The Effectiveness of Professional Development Using a Checklist of Common Core State Standards for Mathematical Practice for Designing and Delivering Instruction on Algebra I Achievement.
Peretin, Janeen.

The Effectiveness of Professional Development Using a Checklist of Common Core State Standards for Mathematical Practice for Designing and Delivering Instruction on Algebra I Achievement. - 161 p.

Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.

Thesis (Ph.D.)--Robert Morris University, 2014.

This item must not be sold to any third party vendors.

This study was designed to determine whether or not the use of focused professional development using a checklist based on the Common Core State Standards Mathematical Practices impacted students' math scores as measured by an assessment that requires the use of the practices. Additionally, the researcher sought to determine whether or not the use of the focused professional development and a checklist impacted teachers' perceived level of understanding and level of comfort regarding the implementation of the Mathematical Practices in their instruction.

ISBN: 9781321173338Subjects--Topical Terms:

641129
Mathematics education.

The Effectiveness of Professional Development Using a Checklist of Common Core State Standards for Mathematical Practice for Designing and Delivering Instruction on Algebra I Achievement.
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100 1 $a Peretin, Janeen. $3 3175241
245 1 4 $a The Effectiveness of Professional Development Using a Checklist of Common Core State Standards for Mathematical Practice for Designing and Delivering Instruction on Algebra I Achievement.
300 $a 161 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
500 $a Adviser: E. Gregory Holdan.
502 $a Thesis (Ph.D.)--Robert Morris University, 2014.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a This study was designed to determine whether or not the use of focused professional development using a checklist based on the Common Core State Standards Mathematical Practices impacted students' math scores as measured by an assessment that requires the use of the practices. Additionally, the researcher sought to determine whether or not the use of the focused professional development and a checklist impacted teachers' perceived level of understanding and level of comfort regarding the implementation of the Mathematical Practices in their instruction.
520 $a The methodology used in this study was quantitative and the research design was quasi-experimental. Teachers in the treatment group completed two questionnaires, one administered at the start and at the end of the study. The results of the questionnaires were compared, embedding a small qualitative aspect into this study as the questionnaires contained open-ended questions, and questions relating to the participants' opinions. Additionally, teachers in the treatment group submitted a weekly checklist and a brief reflection detailing the impact of the professional development on their instruction.
520 $a Testing revealed there was a significant difference between the groups at pre-test and a significant difference between the groups at post-test with the students in the non-treatment group outperforming the students in the treatment group. Questionnaire results provided evidence that the professional development corrected misperceptions that the teachers had and elevated their instruction. This professional development model may be adapted and used in other disciplines as schools examine ways in which they can provide targeted professional development regarding the transition to the Common Core State Standards.
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