An Evaluation of a Professional Development Program for Elementary Mathematics

Canady, Jacque

An Evaluation of a Professional Development Program for Elementary Mathematics

dc.contributor.advisor	Forsyth, Patrick
dc.contributor.advisor	Adams, Curt
dc.contributor.author	Canady, Jacque
dc.contributor.committeeMember	Edwards, Beverly
dc.contributor.committeeMember	Garn, Gregg
dc.contributor.committeeMember	Ethridge, Libby
dc.date.accessioned	2017-12-15T16:35:51Z
dc.date.available	2017-12-15T16:35:51Z
dc.date.issued	2017-12-14
dc.date.manuscript	2017-09-20
dc.description.abstract	This program evaluation sought to determine the effectiveness of a mathematics professional development program. The population for this study included 61 teachers, all who taught elementary math to regular, special education or alternative school students. The researcher provided descriptive statistics using graphs and quotes from teacher participants to answer three questions related to the desired teacher participant outcomes: Did teacher participants increase their mathematics instruction efficacy? Did teacher participants improve their instructional preparedness to teach mathematics content? Did the mathematics content knowledge of teacher participants increase? Program evaluation was determined by analyzing the relationships of the teacher participants to various proposed outcomes, including teacher efficacy, mathematics pedagogy, and content knowledge. It also reviews theories related to adult learning and self-efficacy, as well as social cognitive learning.	en_US
dc.identifier.uri	https://hdl.handle.net/11244/52929
dc.language	en_US	en_US
dc.subject	professional development elementary math teachers	en_US
dc.thesis.degree	Ed.D.	en_US
dc.title	An Evaluation of a Professional Development Program for Elementary Mathematics	en_US
ou.group	Jeannine Rainbolt College of Education::Department of Educational Leadership and Policy Studies	en_US