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What Do Primary Teachers Take Away From Mathematics Professional Development?: Examining Teachers' Use of Formative Assessment

What Do Primary Teachers Take Away From Mathematics Professional Development?: Examining Teachers' Use of Formative Assessment
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Author(s): Christie Martin (University of South Carolina at Columbus, 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: 2019
Pages: 23
Source title: Handbook of Research on Educator Preparation and Professional Learning
Source Author(s)/Editor(s): Drew Polly (University of North Carolina at Charlotte, USA), Christie Martin (University of South Carolina at Columbia, USA)and Kenan Dikilitaş (Bahçeşehir University, Turkey)
DOI: 10.4018/978-1-5225-8583-1.ch019

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Abstract

This chapter shares the findings from a year-long professional development (PD) experience, Assessment Practices to Support Mathematics Learning and Understanding for Students (APLUS). The project provided over 80 hours of professional development to primary teachers regarding their use of an internet-based formative assessment system for their students' mathematics achievement. This inductive study used purposeful sampling to explicitly compare data for high fidelity and low fidelity teacher-participants in the professional development project. 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 conveyed challenges that prevented them from engaging in the program as intended. Implications for future online professional development designs are to create more activities that foster deeper analysis and reflection, identify high fidelity teachers that could serve as mentors, and provide support for low fidelity teachers.

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