000			01858nam a22002417a 4500
008			121214t2012 xxu||||| |||| 00| 0 eng d
022			_a0022-0671
082			_221 _a050/T23
085			_aAI 050/T23
085			_221 _aAI 050/T23
100			_aTelese, James A.
245			_aMiddle school mathematics teachers' professional development and student achievement/
246			_aThe Journal of Educational Research.
300			_a1 fig.; 3 tables
362			_avol.105, n0. 2 (2012): 102-111.
520			_aMiddle 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			_aMIDDLE SCHOOL MATHEMATICS TEACHERS.
650			_aNATIONAL ASSOCIATION OF EDUCATIONAL PROGRESS (NAEP).
650			_aPROFESSIONAL DEVELOPMENT.
942			_2ddc _cPER
999			_c21572 _d21572
040			_cLearning Resource Center