Login or register for free to remove ads.
You are here:

Teacher Math Achievement through Professional Development Activities Based On Shared Learning, Problem Based Learning, Collaborative Technologies, Learning Communities, and Hands-on Activities PROCEEDINGS

, Marshall University, United States ; , RESA II, United States ; , , Marshall University, United States ; , RESA II, United States

Global Learn, in Melbourne, Australia ISBN 978-1-880094-85-3 Publisher: Association for the Advancement of Computing in Education (AACE)

Abstract

This research study involves the use of teacher professional development activities such as collaborative learning, problem based learning, collaborative technologies, learning communities, and hands-on activities geared to increase teacher math achievement. The research design of the study was a pretest-intervention-posttest experimental design. There was a teacher experimental group (28 participants) matched to a control experimental group (28 participants). The long term math achievement test results demonstrated that the teacher participants’ (experimental group) posttest scores were greater when compared to the pretest scores. When pretest and posttest scores are compared, the special education teacher participants increased by 13.0% and the regular education teacher participants increased by 14.5%. When all the participants groups are combined, the increase was 13.9%.

Citation

Sottile, J., Cockrille, D., Backus, M., Lucas, P. & Watts, K. (2011). Teacher Math Achievement through Professional Development Activities Based On Shared Learning, Problem Based Learning, Collaborative Technologies, Learning Communities, and Hands-on Activities. In S. Barton, J. Hedberg & K. Suzuki (Eds.), Proceedings of Global Learn Asia Pacific 2011--Global Conference on Learning and Technology (pp. 1085-1094). Melbourne, Australia: Association for the Advancement of Computing in Education (AACE). Retrieved September 26, 2017 from .

Keywords