Journal for Research in Mathematics Education
journal article
Effects of a Teacher Professional Development Program on the Mathematics Achievement of Middle School Students
Laura B. Sample McMeeking, Rebecca Orsi and R. Brian Cobb
Journal for Research in Mathematics Education
Vol. 43, No. 2 (March 2012), pp. 159-181 (23 pages)
Published By: National Council of Teachers of Mathematics
Journal for Research in Mathematics Education
https://doi.org/10.5951/jresematheduc.43.2.0159
https://www.jstor.org/stable/10.5951/jresematheduc.43.2.0159
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Abstract

The effect of a 15- to 24-month in-service professional development (PD) program on state accountability mathematics test scores for middle school students was examined. Results showed that students' odds of achieving a score of Proficient or better increased with teacher participation in the PD program.

Journal Information

An official journal of the National Council of Teachers of Mathematics (NCTM), JRME is the premier research journal in mathematics education and is devoted to the interests of teachers and researchers at all levels--preschool through college.

Publisher Information

The National Council of Teachers of Mathematics is a public voice of mathematics education, providing vision, leadership, and professional development to support teachers in ensuring mathematics learning of the highest quality for all students. With nearly 90,000 members and 250 Affiliates, NCTM is the world's largest organization dedicated to improving mathematics education in grades prekindergarten through grade 12. The Council's "Principles and Standards for School Mathematics" are guidelines for excellence in mathematics education and issue a call for all students to engage in more challenging mathematics. NCTM is dedicated to ongoing dialogue and constructive discussion with all stakeholders about what is best for our nation's students.

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Copyright 2012 National Council of Teachers of Mathematics, Inc.