Designing Curriculum-Based Mathematics Professional Development for Kindergarten Teachers
This study examines the influence of a year-long mathematics professional development program on Kindergarten teachers’ beliefs, content knowledge, instructional practices, and their students’ achievement. The professional development program is grounded in the theoretical construct of learner-cente...
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| Veröffentlicht in: | Early childhood education journal 2017-09, Vol.45 (5), p.659-669 |
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| container_title | Early childhood education journal |
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| creator | Polly, Drew S. Martin, Christie McGee, Jennifer R. Wang, Chuang Lambert, Richard G. Pugalee, David K. |
| description | This study examines the influence of a year-long mathematics professional development program on Kindergarten teachers’ beliefs, content knowledge, instructional practices, and their students’ achievement. The professional development program is grounded in the theoretical construct of learner-centered professional development and focuses on supporting teachers’ integration of standards-based pedagogies aligned with the Common Core State Standards in Mathematics. Data analysis included examining 15 Kindergarten teachers’ mathematics content knowledge, their beliefs about mathematics, their enactment of student-centered pedagogies, and student achievement on curriculum-based assessments. Findings indicated that teachers adopted more student-centered pedagogies and embraced more student-centered beliefs about mathematics teaching during their time in the project. Further, Kindergarten teachers also demonstrated gains in their mathematical content knowledge, and those content knowledge gains were linked to gains in student achievement. |
| doi_str_mv | 10.1007/s10643-016-0810-1 |
| format | Article |
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Martin, Christie ; McGee, Jennifer R. ; Wang, Chuang ; Lambert, Richard G. ; Pugalee, David K.</creator><creatorcontrib>Polly, Drew ; S. Martin, Christie ; McGee, Jennifer R. ; Wang, Chuang ; Lambert, Richard G. ; Pugalee, David K.</creatorcontrib><description>This study examines the influence of a year-long mathematics professional development program on Kindergarten teachers’ beliefs, content knowledge, instructional practices, and their students’ achievement. The professional development program is grounded in the theoretical construct of learner-centered professional development and focuses on supporting teachers’ integration of standards-based pedagogies aligned with the Common Core State Standards in Mathematics. Data analysis included examining 15 Kindergarten teachers’ mathematics content knowledge, their beliefs about mathematics, their enactment of student-centered pedagogies, and student achievement on curriculum-based assessments. Findings indicated that teachers adopted more student-centered pedagogies and embraced more student-centered beliefs about mathematics teaching during their time in the project. Further, Kindergarten teachers also demonstrated gains in their mathematical content knowledge, and those content knowledge gains were linked to gains in student achievement.</description><identifier>ISSN: 1082-3301</identifier><identifier>EISSN: 1573-1707</identifier><identifier>DOI: 10.1007/s10643-016-0810-1</identifier><language>eng</language><publisher>Dordrecht: Springer Netherlands</publisher><subject>Academic Achievement ; Common Core State Standards ; Curriculum development ; Education ; Faculty Development ; Kindergarten ; Kindergarten teachers ; Learning and Instruction ; Mathematics Curriculum ; Mathematics education ; Mathematics Instruction ; Mathematics Tests ; Pedagogical Content Knowledge ; Preschool Teachers ; Professional development ; Sociology ; Sociology of Education ; Student Centered Learning ; Teacher Attitudes ; Teaching Methods</subject><ispartof>Early childhood education journal, 2017-09, Vol.45 (5), p.659-669</ispartof><rights>Springer Science+Business Media New York 2016</rights><rights>Early Childhood Education Journal is a copyright of Springer, 2017.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c338t-75be776d0b75429f01dfac1f87e9f7cf3cf05328cf061f75044b449e03e361173</citedby><cites>FETCH-LOGICAL-c338t-75be776d0b75429f01dfac1f87e9f7cf3cf05328cf061f75044b449e03e361173</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s10643-016-0810-1$$EPDF$$P50$$Gspringer$$H</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s10643-016-0810-1$$EHTML$$P50$$Gspringer$$H</linktohtml><link.rule.ids>314,776,780,27903,27904,41467,42536,51298</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1149078$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Polly, Drew</creatorcontrib><creatorcontrib>S. Martin, Christie</creatorcontrib><creatorcontrib>McGee, Jennifer R.</creatorcontrib><creatorcontrib>Wang, Chuang</creatorcontrib><creatorcontrib>Lambert, Richard G.</creatorcontrib><creatorcontrib>Pugalee, David K.</creatorcontrib><title>Designing Curriculum-Based Mathematics Professional Development for Kindergarten Teachers</title><title>Early childhood education journal</title><addtitle>Early Childhood Educ J</addtitle><description>This study examines the influence of a year-long mathematics professional development program on Kindergarten teachers’ beliefs, content knowledge, instructional practices, and their students’ achievement. The professional development program is grounded in the theoretical construct of learner-centered professional development and focuses on supporting teachers’ integration of standards-based pedagogies aligned with the Common Core State Standards in Mathematics. 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| subjects | Academic Achievement Common Core State Standards Curriculum development Education Faculty Development Kindergarten Kindergarten teachers Learning and Instruction Mathematics Curriculum Mathematics education Mathematics Instruction Mathematics Tests Pedagogical Content Knowledge Preschool Teachers Professional development Sociology Sociology of Education Student Centered Learning Teacher Attitudes Teaching Methods |
| title | Designing Curriculum-Based Mathematics Professional Development for Kindergarten Teachers |
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