Informing Estimates of Program Effects for Studies of Mathematics Professional Development Using Teacher Content Knowledge Outcomes

• DOI: 10.1177/0193841x16665024
• Publication Date: 2016-10-05T00:19:19Z
• Authors: Geoffrey Phelps; Benjamin Kelcey; Nathan Jones; Shuangshuang Liu
• Keywords: Variation (astronomy); Student Achievement

Mathematics professional development is widely offered, typically with the goal of improving teachers’ content knowledge, quality teaching, and ultimately students’ achievement. Recently, new assessments focused on mathematical knowledge for teaching (MKT) have been developed to assist in evaluation improvement mathematics development. This study presents empirical estimates average program change MKT its variation supporting design experimental trials that are adequately powered detect a specified effect. The drew large database representing five different collectively 326 programs 9,365 teachers. Results from cross-classified hierarchical growth models found standardized across ranged low 0.16 standard deviations ( SDs) high 0.26 SDs. Power analyses using estimated pre- posttest indicated hundreds teachers needed changes at lower end distribution. Even studies effects higher distribution will require substantial resources conduct rigorous trials. Empirical benchmarks describe provide useful preliminary resource interpreting relative magnitude effect sizes associated designing