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Participants Participants Were 116 Kindergartens Through Eighth-Grade (K-8) Teachers From One Large School

116 kindergarten through 8th grade teachers from a large metropolitan school district with over 40,000 students participated in mathematics professional development programs over two academic years. The teachers volunteered for the study and were split into four grade-specific groups, with most being white females with an average of 12 years of teaching experience. The professional development programs consisted of eight institutes from summer to spring aimed at improving mathematics instruction.

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Penny Garcia
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31 views1 page

Participants Participants Were 116 Kindergartens Through Eighth-Grade (K-8) Teachers From One Large School

116 kindergarten through 8th grade teachers from a large metropolitan school district with over 40,000 students participated in mathematics professional development programs over two academic years. The teachers volunteered for the study and were split into four grade-specific groups, with most being white females with an average of 12 years of teaching experience. The professional development programs consisted of eight institutes from summer to spring aimed at improving mathematics instruction.

Uploaded by

Penny Garcia
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Participants Participants were 116 kindergartens through eighth-grade (K-8) teachers from one large school

system in a metropolitan area (over 40,000 students). Over two academic years, the 116 teachers were
participants in mathematics professional development groups that volunteered for the study, with two groups
each in four grade-specific groups (K-2, 3-4, 5-6, and 7-8). The teachers participated in eight different teacher
professional development institutes that started during the summer and concluded during the spring of the
following year. The teacher participants were 93% White, 6% Black, and 1% Asian. Fifty-three of the 116 teachers
(46%) held masters degrees. Almost all of the K-8 teacher participants were female (108 female, 8 male). The level
of teaching experience in the group ranged from 1 to 32 years (mean = 12.3 yrs; mode = 8 yrs; median = 9 yrs).
Participants were given the option of earning three graduate credits from the local university for their
participation. A Teacher Practice Survey was used to gather background information about the teachers. The 116
teachers all indicated a self-identified interest in and experience

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