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Primary Grades Teachers' Fidelity of Teaching Practices during Mathematics Professional Development
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Author(s): Christie S. Martin (University of South Carolina at Columbia, USA), Drew Polly (University of North Carolina at Charlotte, USA), Chuang Wang (University of North Carolina at Charlotte, USA), Richard G. Lambert (University of North Carolina at Charlotte, USA)and David Pugalee (University of North Carolina at Charlotte, USA)
Copyright: 2017
Pages: 20
Source title:
Educational Leadership and Administration: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-1624-8.ch061
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Abstract
This chapter shares the findings from a study that examined primary grades teachers' fidelity of implementation during a year-long professional development program on formative assessment in mathematics. The project provided over 80 hours of professional development to elementary school teachers regarding their use of an internet-based formative assessment system for their students' mathematics achievement. This study examined teachers' online reflections and data in the internet-based assessment system to identify themes that lead to either a high fidelity or low fidelity of implementation. High fidelity teachers expressed beliefs that formative assessment supported their mathematics teaching, improved their students' learning, and was feasible to carry out in their classrooms. Low fidelity teachers' reflections were associated with numerous barriers to implementation as well as a lack of buy-in that the formative assessment system could benefit their teaching.
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