01 02 03 Institute for Effective Education, University of York: Examining the impact of content-intensive teacher professional development 04 05 15 16 19 20 21 22 23 24 25 26 27 28 31 32 33

Examining the impact of content-intensive teacher professional development

A new evaluation report by Michael S Garet and colleagues, published by the US Institute of Education Sciences, examines the impact of providing elementary (primary) school teachers with content-focused maths continuing professional development (CPD) on their knowledge, teaching, and students' achievement.

The study’s CPD had three components totalling 93 hours. The core of the CPD was Intel Math, an 80-hour workshop delivered in the summer of 2013 that focused on deepening teachers’ knowledge of grades K–8 mathematics (Years 1 to 9). Two additional CPD components totalling 13 hours were delivered during the 2013–14 school year.

The study’s sample included grade 4 (Year 5) teachers from 94 schools in six US school districts and five states that were randomly assigned within schools to either a treatment group that received the study CPD or a control group that did not receive the study CPD.
Key findings were as follows:

Source: Focusing on Mathematical Knowledge: The Impact of Content-Intensive Teacher Professional Development (2016), Institute of Education Sciences

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