Teachers’ Perceptions of Mathematics Content Knowledge Assessments in Professional Development Courses

dc.creator	Michelle T. Chamberlin
dc.creator	Robert A. Powers
dc.creator	Jodie D. Novak
dc.date	2008-10-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:18:23Z
dc.date.available	2015-08-12T11:18:23Z
dc.identifier	1306-3030
dc.identifier	https://doaj.org/article/9c65757f349f43119d37bb3c4d6abc8d
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/26883
dc.description	The goal of this follow-up study was to generalize the findings of a previous inquiry into how assessing teachers’ mathematical knowledge within a professional development (PD) course impacted the teachers’ perspective of their learning and their learning experience. This quantitative research study examined whether the teachers’ attitudes about assessments found in the original study were generalizable to a similar population as well as whether factors involving their No Child Left Behind (NCLB) status and prior experience with the PD facilitators were factors affecting their perspectives. Results indicate that the teachers felt that they learned more mathematics, increased their learning efforts, and gained confidence in their understanding of and ability to teach mathematics because they were assessed. Additionally, the teachers’ NCLB status or prior experience in PD with the facilitators had virtually no impact on the teachers’ perceptions about assessment. Characteristics of the PD that led to these results are explained.
dc.language	English
dc.publisher	Gokkusagi Ltd.
dc.relation	http://www.iejme.com/032008/d2.pdf
dc.relation	https://doaj.org/toc/1306-3030
dc.source	International Electronic Journal of Mathematics Education, Vol 3, Iss 3, Pp 155-178 (2008)
dc.subject	Assessment
dc.subject	Mathematics Professional Development
dc.subject	Teacher Content Knowledge
dc.subject	Quantitative Methods
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Mathematics
dc.subject	DOAJ:Mathematics and Statistics
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Mathematics
dc.subject	DOAJ:Mathematics and Statistics
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.title	Teachers’ Perceptions of Mathematics Content Knowledge Assessments in Professional Development Courses
dc.type	article