Professional Development, Instructional Practices and Academic Performance of Mathematics Students, Muang District Elementary Schools, Suratthani, Thailand

2020 ◽  
Author(s):  
Diosdado Catamco
Keyword(s):  
Professional Development ◽  
Academic Performance ◽  
Elementary Schools ◽  
Instructional Practices ◽  
Mathematics Students

A mixed‐method study of paraprofessional roles, professional development, and needs for training in elementary schools

2021 ◽  
Author(s):  
Nicole B. Wiggs ◽  
Linda A. Reddy ◽  
Briana Bronstein ◽  
Todd A. Glover ◽  
Christopher M. Dudek ◽  
...  
Keyword(s):  
Professional Development ◽  
Elementary Schools ◽  
Mixed Method ◽  
Mixed Method Study

The Impact of Professional Development to Infuse Health and Reading in Elementary Schools

2010 ◽  
Vol 41 (3) ◽  
pp. 155-166 ◽  
Author(s):  
Tami Benham Deal ◽  
Jayne M. Jenkins ◽  
Laurence O. Deal ◽  
Adelle Byra
Keyword(s):  
Professional Development ◽  
Elementary Schools ◽  
The Impact

scholarly journals Relevant continuing professional development and quality resource situation make the Difference in student academic performance

2021 ◽  
Vol 11 ◽  
Author(s):  
Leticia Bosu
Keyword(s):  
Professional Development ◽  
Academic Performance ◽  
Survey Design ◽  
Pearson Correlation ◽  
Continuing Professional Development ◽  
Eastern Region ◽  
Academic Qualification ◽  
The Difference ◽  
The Government ◽  
Descriptive Survey

This study seeks to look at the relationships among teachers’ academic qualification, availability of quality resources and the performance of students in Mathematics, English and Integrated science of Basic Schools at Kwahu-East in the Eastern Region of Ghana. The authors used a descriptive survey design which adopted the questionnaire, interview and observation in the collection of data. The authors used stratified random sampling in selecting 180 teachers whereas purposive sampling was used in selecting 27 headteachers and District Education Officers which used the Pearson correlation in the analysis. The study revealed that a teacher’s academic qualification obtained through education had no significant relationship with student’s academic performance in the respective subjects being measured by this study. The authors recommend that the Government of Ghana concentrate on providing continuing professional development (CPD) programmes that concentrate on practical situations in the schools and channel more resources to schools.

scholarly journals Impact of social influence in English proficiency and performance in English examinations of mathematics students from a Sino-US undergraduate education program

2020 ◽  
Vol 25 (6) ◽  
pp. 938-957
Author(s):  
Hong Zhang ◽  
Wilson Osafo Apeanti ◽  
Liqiong Ma ◽  
Dianchen Lu ◽  
Xizhong Zheng ◽  
...  
Keyword(s):  
Academic Performance ◽  
Path Analysis ◽  
Undergraduate Education ◽  
English Proficiency ◽  
Applied Mathematics ◽  
Demographic Variables ◽  
Bachelor's Degree ◽  
Mathematics Students ◽  
And Performance ◽  
The Mathematical Model

This study examines the influence of certain academic and demographic variables upon the academic performance of Chinese students enrolled in a cooperative Bachelor’s degree program in Pure and Applied Mathematics. The program is English taught and jointly organised by Jiangsu University, China and Arcadia University, USA. Data from a sample of 166 students is processed using inferential and path analysis, as well as mathematical modelling. As evidenced by the inferential and path analysis, no steady improvement in the English proficiency of students has been observed, while the latter has been found to be influenced by gender and to strongly influence academic performance in Mathematics courses. The effects of negative social influences are assessed via a qualitative analysis of the mathematical model. Threshold quantities similar to the basic reproduction number of mathematical epidemiology have been found to be stability triggers. Possible interventional measures are discussed based on these findings.

Teachers' Perspectives Using the Instructional Quality Assessment as a Professional Development Tool

2019 ◽  
pp. 41-58
Author(s):  
Amber Grace Candela
Keyword(s):  
Professional Development ◽  
Quality Assessment ◽  
Instructional Practices ◽  
Mathematics Teachers ◽  
Instructional Quality ◽  
Mathematics Classrooms ◽  
Development Tool ◽  
Teachers Perspectives ◽  
Cognitively Demanding Tasks

This chapter will provide readers with an overview of professional development created and enacted to support teachers' selection and implementation of cognitively demanding tasks using the Instructional Quality Assessment as the professional development tool. This case study seeks to give voice to mathematics teachers in third through eighth grades who participated in the professional development as they share their perspectives on using the instructional quality assessment rubrics and structure of professional development. The goal of this chapter is to provide an overview of the structure of the professional development, and share the aspects of the professional development the teachers identified as supportive or a hindrance when planning and implementing tasks in their mathematics classrooms. With this information, the article concludes by discussing ideas for future professional development aimed at providing teachers with instructional practices to incorporate into classrooms.

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