How a Teacher Professional Development Program Influences Students' Algebra Performance? Reflections from a Web-Based Platform

Autor/inn/en	Tanisli, Dilek; Türkmen, Handegül; Turgut, Melih; Köse, Nilüfer
Titel	How a Teacher Professional Development Program Influences Students' Algebra Performance? Reflections from a Web-Based Platform
Quelle	In: Journal of Pedagogical Research, 4 (2020) 3, S.327-343 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Tanisli, Dilek) ORCID (Türkmen, Handegül) ORCID (Turgut, Melih) ORCID (Köse, Nilüfer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2602-3717
Schlagwörter	Professional Development; Inservice Teacher Education; Mathematics Teachers; Mathematics Achievement; Algebra; Performance Factors; Misconceptions; Web Based Instruction; Instructional Effectiveness; Grade 7; Middle School Students; Public Schools; Foreign Countries; Correlation; Turkey + Suchen Sie Ihr Suchwort? Lehrerfortbildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leistungsindikator; Missverständnis; Web Based Training; Unterrichtserfolg; School year 07; 7. Schuljahr; Schuljahr 07; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Public school; Öffentliche Schule; Ausland; Korrelation; Türkei
Abstract	The main purpose of this study was to assess seventh-graders? algebra performance when their teachers received professional development support regarding hypothetical learning trajectories through a web-based platform. Secondly, we aimed to investigate the relationship between student performance and the teachers? professional development in teaching algebra. A mixed-method research paradigm was adopted into the study. Experimental research was conducted with nine experimental and nine control groups including 454 seven graders. The data came from a combined algebra (including open-ended and multiple-choice tasks) test and experimental group teachers? teaching designs where the plans were entered to the web-based platform. Statistical methods were used to analyse the quantitative data, while descriptive methods were used to analyse the qualitative data. The results revealed that the experimental-group students (whose teachers received professional development support through the web-based platform) statistically outperformed compared to those in control groups. Besides, a relationship between was found between the experimental group teachers? progress and algebra performance of their students. (As Provided).
Anmerkungen	Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01