26Feb 2019

LINKING EFFECTIVE PROFESSIONAL DEVELOPMENT AND ELEMENTARY MATHEMATICS INSTRUCTION.

  • The University of Tennessee at Martin 239D Gooch Hall Martin, TN 38238 United States 731-881-7202.
  • The University of Tennessee at Martin 239B Gooch Hall Martin, TN 38238 United States 731-881-7496.
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This study examined teachers? perceptions of the effectiveness of a hands-on workshop focused on mathematics instructions in a literacy-focused environment. The research institute was provided funding from the Teacher Quality Partnership (TQP) grant provided by the U.S. Department of Education. Summer workshops were one component of the grant, which targeted improvement of the University?s Educator Preparation Program (EPP) and strengthening practices of in-service teachers. Results indicate that teachers exhibited higher confidence levels in engaging students in mathematical activities focused on hands-on learning. Additionally, confidence levels of all participants increased in terms of incorporating literacy into mathematics. Data from this study provides evidence that effective professional development, engagement of participants in learning, and modeling of effective practices improves the confidence levels of practicing educators.

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[Kimberly G. Williams and Karen S. DiBella. (2019); LINKING EFFECTIVE PROFESSIONAL DEVELOPMENT AND ELEMENTARY MATHEMATICS INSTRUCTION. Int. J. of Adv. Res. 7 (Feb). 1062-1066] (ISSN 2320-5407). www.journalijar.com

Dr. Kimberly G. Williams
University of Tennessee at Martin

DOI:

Article DOI: 10.21474/IJAR01/8580      
DOI URL: https://dx.doi.org/10.21474/IJAR01/8580

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