The Effectiveness of Professional Development on Teacher Best Practices and Student Learning: Conflicting Results From Multimethod/Multisource Data Sets
Our project focuses on whether our professional development, which models specific classroom instructional behaviors for teachers, allows teachers to generalize these strategies to everyday classroom instruction in mathematics to increase student achievement. If teachers are able to synthesize and incorporate our PD into their classrooms and if these strategies increase student learning, we expect to see differences between control (baseline) and treatment classrooms for data collected by multiple methods and sources. Teacher self-report on professional development efficacy is a common and efficient measure of PD, and ideally, should correlate with measures generated from classroom observations, student's assessment of classroom environment, teacher's content and pedagogical knowledge, and ultimately student achievement.
