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Descriptors:
Middle School Teachers; Mathematics Teachers; Faculty Development; Inservice Teacher Education; Grade 7; Mathematics Education; Secondary School Mathematics; Numbers; Program Effectiveness; Teacher Characteristics; Mathematics Achievement; Middle School Students

Abstract:
This is the second and final report of the Middle School Mathematics Professional Development Impact Study, which examines the impact of providing a professional development (PD) program in rational number topics to seventh-grade mathematics teachers. An interim report (Garet et al. 2010) described the findings after one year of PD. The current report documents the impact after providing a second year of PD in a subset of the original participating districts and includes supplemental analyses that use data from both years of the study. The study produced the following core second-year results: (1) The study's PD program was implemented as intended, but teacher turnover limited the average dosage received; (2) At the end of the second year of implementation, the PD program did not have a statistically significant impact on teacher knowledge; and (3) At the end of the second year of implementation, the PD program did not have a statistically significant impact on average student achievement in rational numbers. (Contains 4 tables, 2 figures and 14 footnotes.) [For "Middle School Mathematics Professional Development Impact Study: Findings after the Second Year of Implementation. NCEE 2011-4024," see ED519922.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Middle School Teachers; Mathematics Teachers; Faculty Development; Inservice Teacher Education; Grade 7; Mathematics Education; Secondary School Mathematics; Numbers; Program Effectiveness; Teacher Characteristics; Mathematics Achievement; Middle School Students; Program Implementation; Program Design

Abstract:
This is the second and final report of the Middle School Mathematics Professional Development Impact Study, which examines the impact of providing a professional development (PD) program in rational number topics to seventh-grade mathematics teachers. An interim report (Garet et al. 2010) described the findings after one year of PD. The current report documents the impact after providing a second year of PD in a subset of the original participating districts and includes supplemental analyses that use data from both years of the study. The study produced the following core second-year results: (1) The study's PD program was implemented as intended, but teacher turnover limited the average dosage received; (2) At the end of the second year of implementation, the PD program did not have a statistically significant impact on teacher knowledge; and (3) At the end of the second year of implementation, the PD program did not have a statistically significant impact on average student achievement in rational numbers. Appended are: (1) Details of the Study Samples; (2) Details of Data Collection and Analytical Approaches; (3) Supplemental Information on the Design and Implementation of the PD Program; (4) Supporting Tables and Figures for Impact Analyses; and (5) Exploratory Analyses: Approaches and Additional Results. (Contains 6 exhibits, 6 figures, 81 tables and 124 footnotes.) [For "Middle School Mathematics Professional Development Impact Study: Findings after the Second Year of Implementation. Executive Summary. NCEE 2011-4025," see ED519923. For "Middle School Mathematics Professional Development Impact Study: Findings After the First Year of Implementation. NCEE 2010-4009," see ED509306.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Mathematics Achievement; Statistics; Grade 8; Middle School Students; Gender Differences; Student Characteristics; Middle School Teachers; Mathematics Teachers; Teacher Characteristics; Teacher Attitudes; Teacher Education; Mathematics Education; Hierarchical Linear Modeling; Factor Analysis

Abstract:
This study investigated the relationship between student achievement in statistics and factors at the student and teacher/classroom levels using the US 8th-grade Data and Chance content domain from the Trends in International Mathematics and Science Study, 2007 (TIMSS, 2007). Using variables that have been linked to mathematics and statistics achievement in the literature, a hierarchical level modelling approach revealed significant achievement differences between boys and girls. Another important finding was related to a teacher's formal training. Although most of the TIMSS teachers reported participating regularly in professional development activities, almost half reported that they did not have a degree in either mathematics or mathematics education. Finally, TIMSS students' exposure to and learning of statistics-related concepts appeared to lag behind the expectations set forth in the Data Analysis and Probability Standard (National Council of Teachers of Mathematics [NCTM], 2000). Implications from this study suggest that the quality and training of available statistics teachers are significant concerns. (Contains 5 tables, 1 figure, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Middle School Students; Middle School Teachers; Mathematics Teachers; Inservice Teacher Education; Pedagogical Content Knowledge; Numbers; Grade 7; Mathematics Education; Mathematics Instruction; Program Evaluation; Program Effectiveness; Outcomes of Education; Evaluation Methods; Control Groups; Experimental Groups; Pretests Posttests; Observation; Comparative Analysis; Low Achievement; Mathematical Concepts; Mathematics Achievement; Teaching Methods; Coaching (Performance); Poverty

Abstract:
The PD program evaluated in this study is designed to address the problem of low student achievement in topics in rational numbers. The study focuses on seventh grade, the culminating year for teaching those topics. The study randomly assigned 77 mid- and high-poverty schools from 12 districts to treatment and control conditions and collected outcome data on teachers and students. [For the accompanying papers, see Paper #2 (ED512820) and Paper #3 (ED512821).] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Numbers; Mathematics Instruction; Teaching Methods; Outcomes of Education; Mathematics Curriculum; Curriculum Implementation; Middle School Students; Middle School Teachers; Mathematics Teachers; Inservice Teacher Education; Pedagogical Content Knowledge; Grade 7; Mathematics Education; Program Evaluation; Program Effectiveness; Evaluation Methods; Control Groups; Experimental Groups; Comparative Analysis; Low Achievement; Mathematical Concepts; Mathematics Achievement; Coaching (Performance); Poverty; Institutes (Training Programs); Seminars; Program Descriptions; Summer Programs; Intervention

Abstract:
This paper will describe results concerning the impact of the PD on the three primary study outcomes: teacher knowledge of rational number topics, teacher instructional practices, and student achievement in rational number topics. All analyses are completed. However, the results cannot be shared at this time because the report is currently under peer review in the Institute of Education Sciences. The complete first year report is scheduled to be released fall of 2009, well before the SREE (Society for Research on Educational Effectiveness)conference. [For the accompanying papers, see Paper #1 (ED512819) and Paper #2 (ED512820).] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Physical Education; Nutrition Instruction; Intervention; Middle School Students; Grade 6; Grade 7; Grade 8; Physical Activity Level; Physical Education Teachers; Middle School Teachers; Faculty Development; Inservice Teacher Education; Public Schools; Instructional Effectiveness; Educational Research

Abstract:
The study reviewed in this paper examined the effect of the "Middle School Physical Activity and Nutrition" ("M-SPAN)" intervention on the physical activity level of middle school students. For this 2-year study, 24 middle schools from six districts in southern California were stratified by school district and then randomly assigned to either "M-SPAN" or a comparison condition. To assess students' physical activity levels and the content (referred to as "lesson context" in the article) of physical education (PE) classes, researchers observed students in PE classes on 11 randomly selected days for each school throughout the 2-year study period. Researchers documented the lesson content of the classes and observed a total of 1,849 lessons taught by 214 teachers (between seven and 14 teachers per school, with an average class size of 37.5 students). The study assessed the effectiveness of "M-SPAN" by examining moderate-to-vigorous physical activity (MVPA), the amount of time students spent either walking or being very active, and other types of activities and PE lesson content across schools that received the "M-SPAN" training. The study found that the "M-SPAN" intervention caused a statistically significant improvement in the amount of time students spent in MVPA, and the What Works Clearinghouse (WWC) confirms this study-level finding. The WWC calculated the "M-SPAN" intervention as improving the MVPA in schools by an average of 3 minutes per lesson (approximately 0.79 school standard deviation units) across the 2-year period of the study. The research described in this report meets WWC evidence standards without reservations. Appended are: (1) Study details; (2) Outcome measures for each domain; (3) Study findings for each domain; and (4) Supplemental findings by domain. A glossary of terms is included. (Contains 3 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Middle School Students; Grade 7; Mathematics Achievement; Numbers; Middle School Teachers; Mathematics Teachers; Instructional Effectiveness; Professional Development; Inservice Teacher Education; Educational Research

Abstract:
The study examined whether 7th-graders' knowledge of rational numbers improved when the students' math teachers participated in related professional development activities. The study analyzed data on about 4,500 students and 200 teachers from approximately 80 schools in 12 districts during the 2007-08 academic year. The study found that students in schools where teachers were offered extensive professional development by the study performed no better on a test of math achievement in rational numbers than students in comparison schools at the end of the 2007-08 academic year. However, the study found a significant positive impact of the professional development on one of the three measures of teacher instructional practices examined. Teachers who were offered the study's extensive professional development engaged in 1.03 more activities per hour that elicited student thinking than teachers not offered the study's professional development. The research described in this report is consistent with What Works Clearinghouse (WWC) evidence standards. The study was a well-implemented randomized controlled trial. [The following study is reviewed in this quick review: Garet, M., Wayne, A., Stancavage, F., Taylor, J., Walters, K., Song, M., et al. Doolittle, F. (2010). "Middle School Mathematics Professional Development Impact Study: Findings after the first year of implementation" (NCEE 2010-4009). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. This report may be found at ED509306.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Science Education; Mathematics Education; National Surveys; Mathematics Teachers; Science Teachers; Best Practices; Teacher Attitudes; Influences; Factor Analysis; Pedagogical Content Knowledge; Teacher Background; Teacher Characteristics; Teaching Experience; Faculty Development; Textbooks; Instructional Materials; Educational Technology; Evidence; Educational Research; Science Instruction; Mathematics Instruction; Science Achievement; Mathematics Achievement; Questionnaires; Data Collection; Elementary Secondary Education

Abstract:
The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United States participated in this survey. The research questions addressed by the survey are: (1) To what extent do science and mathematics instruction and ongoing assessment mirror current understanding of learning?; (2) What influences teachers' decisions about content and pedagogy?; (3) What are the characteristics of the science/mathematics teaching force in terms of race, gender, age, content background, beliefs about teaching and learning, and perceptions of preparedness?; (4) What are the most commonly used textbooks/programs, and how are they used?; (5) What formal and informal opportunities do science/mathematics teachers have for ongoing development of their knowledge and skills?; and (6) How are resources for science/mathematics education, including well-prepared teachers and course offerings, distributed among schools in different types of communities and different socioeconomic levels? The design and implementation of the 2012 National Survey involved developing a sampling strategy and selecting samples of schools and teachers, developing and piloting survey instruments, collecting data from sample members, and preparing data files and analyzing the data. These activities are described in this paper. This report of the 2012 National Survey is organized into major topical areas. In most cases, results are presented for groups of teachers categorized by grade level--elementary, middle, and high. In addition, factor analysis was used to create several composite variables related to key constructs measured on the questionnaires. Composite variables, which are more reliable than individual survey items, were computed to have a minimum possible value of 0 and a maximum possible value of 100. Appended are: (1) Sample Design; (2) Survey Questionnaires; (3) Pre-Data Collection Communication; (4) Description of Data Collection; (5) Description of Reporting Variables; and (6) Additional Equity Cross-tabulations. (Contains 55 figures, 236 tables, and 17 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Middle School Students; Mathematics Achievement; Mathematics Tests; Formative Evaluation; Student Evaluation; Control Groups; Experimental Groups; Comparative Analysis; Middle School Teachers; Faculty Development; Grade 6; Field Tests; Program Effectiveness

Abstract:
This paper describes results from field testing of middle-school math formative assessments alongside professional development and instructional resources. We employed a randomised, controlled design to address the question: Does using our formative assessment strategies improve student performance on assessments of key mathematical ideas relative to a comparison group? This study also provided data on the instructional sensitivity of the assessments, which is part of the validation needed for formative assessments. Teachers were recruited from two districts and seven middle schools. Nineteen treatment and 17 comparison group teachers and their students were included in study analyses. Scores on extended response and short-answer questions indicated that students in the treatment group performed better than students in the comparison group who received the formative assessments alone. These findings demonstrate both the feasibility and value of including performance task-types in a brief assessment context. (Contains 5 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Urban Schools; Elementary Schools; School Turnaround; Program Effectiveness; Educational Research; Mathematics Achievement; Reading Achievement; Attendance; Outcomes of Education; Comparative Analysis

Abstract:
The study reviewed in this report examined the effects of Philadelphia's "Renaissance Schools Initiative" on students in K-8 schools after one year of implementation. Schools were selected for participation based on their School Performance Index (SPI) at the start of the 2010-11 school year. The SPI rates every school in Philadelphia from one to 10 (one being the highest achievement level and 10 being the lowest). The schools that were selected for the initiative had an SPI of 10. The study compared outcomes from 11 Renaissance Schools to those from 72 comparison schools that had an SPI rating of seven to ten. Study authors analyzed average student test scores in math and reading on the Pennsylvania System of School Assessment (PSSA) and average student attendance. The study reported that students in Renaissance Schools had significantly higher math achievement, reading achievement, and attendance rates than students in comparison schools. However, the What Works Clearinghouse (WWC) does not consider these results to be conclusive because the Renaissance Schools and comparison schools did not have equivalent average student achievement before implementation of the Initiative. Therefore, reported differences in average student outcomes between the schools might reflect these pre-program differences and not the effect of the "Renaissance Schools Initiative." The research described in this report does not meet WWC evidence standards. (Contains 2 endnotes.) [The following study is the focus of this "Review": "Philadelphia's Renaissance Schools Initiative: 18 Month Interim Report" (ED531671). For the "WWC Quick Review" of this report, "What Works Clearinghouse Quick Review: "Philadelphia's Renaissance Schools Initiative: 18 Month Interim Report," see ED530206.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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