Examining focus, duration, and classroom impact of literacy and mathematics professional development. Issue 1 (1st January 2019)

• Record Type: Journal Article
• Authors: Martin, Christie; Polly, Drew; Mraz, Maryann; Algozzine, Robert
• Is Part Of: Teacher development. Volume 23:Issue 1(2019)
• Page Start: 1
• Page End: 17
• Publication Date: 2019-01-01
• Subjects: Professional development -- literacy coaching -- mathematics coaching -- professional learning communities -- Common Core Standards; Teachers -- In-service training -- Periodicals; Teachers -- Training of -- Periodicals; Career development -- Periodicals; 370.711
• DOI: 10.1080/13664530.2018.1530695
• Languages: English
• ISSNs: 1366-4530

Abstract

ABSTRACT: Over $18 billion is spent annually on professional development for in-service teachers. This study examined the focus, duration, and impact of professional development activities in which elementary (students ages 5–11) and middle school (students ages 11–14) teachers participated. Ninety-eight teacher-participants completed an online survey about their professional development experiences. In the analysis of literacy survey items and mathematics survey items, there were similarities in focus areas that received greater participation and areas that received less. There were also noticeable differences in frequency of participation in literacy and mathematics professional development. Comparisons between literacy and mathematics professional development indicated that more teachers reported participating in literacy experiences. This included workshops as well as ongoing support through planning meetings and mentorship. Overall, the consensus from teachers was that professional development was effective and has a beneficial impact on their classroom. Researchers share implications for the design and research of future professional development programs.