Middle school mathematics teachers' professional development and student achievement/ (Record no. 21572)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 01858nam a22002417a 4500 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 121214t2012 xxu||||| |||| 00| 0 eng d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER | |
| International Standard Serial Number | 0022-0671 |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Edition number | 21 |
| Classification number | 050/T23 |
| 085 ## - SYNTHESIZED CLASSIFICATION NUMBER COMPONENTS | |
| Number where instructions are found-single number or beginning number of span | AI 050/T23 |
| 085 ## - SYNTHESIZED CLASSIFICATION NUMBER COMPONENTS | |
| -- | 21 |
| Number where instructions are found-single number or beginning number of span | AI 050/T23 |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Telese, James A. |
| 245 ## - TITLE STATEMENT | |
| Title | Middle school mathematics teachers' professional development and student achievement/ |
| 246 ## - VARYING FORM OF TITLE | |
| Title proper/short title | The Journal of Educational Research. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 1 fig.; 3 tables |
| 362 ## - DATES OF PUBLICATION AND/OR SEQUENTIAL DESIGNATION | |
| Dates of publication and/or sequential designation | vol.105, n0. 2 (2012): 102-111. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Middle school mathematics teacher quality is questionable because the number of certified mathematics teachers considered highly qualified is low (Birman et al., 2009). The author examined Grade 8 data from the 2005 National Association of Educational Progress mathematics assessment. The purposes of the study were to (a) determine the impact of middle school mathematics teachers' content knowledge and teachers' mathematics pedagogical knowledge on student achievement and (b) compare the effect of the degree to which teachers received reform-oriented professional development activities on student achievement. The results indicated that mathematics content knowledge has a larger role in predicting student achievement than mathematics pedagogical knowledge. Also, teachers who reported participating in fewer professional development activities had students with higher scores than those students whose teachers reported either participating in more professional development. Results for various professional development activities are also presented. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | MIDDLE SCHOOL MATHEMATICS TEACHERS. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | NATIONAL ASSOCIATION OF EDUCATIONAL PROGRESS (NAEP). |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | PROFESSIONAL DEVELOPMENT. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | |
| Koha item type | Periodicals Journal Bound |
No items available.
