mdh.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Critical features and impacts of mathematics teacher professional development programs: Comparing and characterizing programs implemented at scale
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.ORCID iD: 0000-0003-2964-6297
2017 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The aim of this thesis is to contribute to the knowledge base on conceptualizations and impacts of teacher professional development (PD) programs. This is done by studying the case of two large-scale teacher PD programs. The first was mandatory for all public elementary school mathematics teachers in a larger Swedish municipality, and the second has been completed by 76% of all elementary school mathematics teachers in Sweden. In the municipality, and during the time frame in which this study was conducted, it was possible to make a comparison between teachers participating in different programs. Data on the programs’ impacts on teachers, instruction, and student achievement were gathered both immediately and one year after the teachers’ participation in one of them. In other words, the context of the study created an opportunity to respond to recent calls for studies that (a) examine the impacts of PD programs implemented on a larger scale, (b) adhere to PD programs’ impacts on teachers, instruction, and student achievement, (c) examine the sustainability of PD programs’ impacts, and (d) attend to variations within and between PD programs’ impacts. The results show that the studied programs are highly similar if characterized according to established research frameworks on what constitutes critical features of teacher PD. At the same time, they demonstrate different impacts, both between the programs and within them. These results suggested an elaboration of two of the five critical features of teacher PD: Content Focus and Coherence. Through the development and application of a more finely grained tool to characterize the programs’ Content Focus, differences between their characteristics were detected. Together with a systematic review of the PD research literature on Coherence, these results formed a basis for discussing plausible reasons for the difference in the programs’ impacts as well as elaborating on the critical features of Content Focus and Coherence. In summary, the thesis contributes: (a) empirical results in relation to large-scale teacher PD programs’ impacts; (b) methodological results in the form of tools for characterizing PD programs’ Content Focus and Coherence; and (c) theoretical results, as it examines established frameworks for characterizing teacher PD programs by using them in practice and, in light of the results, also suggests an elaboration of them.

Abstract [sv]

I denna avhandling har två storskaliga kompetensutvecklingsprogram (KUP) för lärare använts som fall för att bidra till kunskap om kritiska aspekter av sådana program samt deras inverkan på lärare, undervisning och elevresultat. Det första programmet, Räkna med Västerås (RäV), var obligatoriskt för alla kommunala grundskolelärare som undervisade i matematik i kommunen. Det andra programmet, Matematiklyftet, har genomförts av 76 % av alla grundskolelärare i Sverige som undervisar i matematik. Under den tidsperiod som studien genomfördes var det möjligt att göra en jämförelse mellan programmen, då det vid tillfället fanns lärare i kommunen som antingen deltagit i RäV, Matematiklyftet, eller inget program alls. Data gällande programmens inverkan på lärare, undervisning och elevresultat samlades in både direkt och ett år efter lärarnas deltagande. Med andra ord gjorde studiens kontext det möjligt att svara upp mot nyliga uppmaningar om att det behövs fler studier som studerar: (a) inverkan av KUP som genomförts i större skala, (b) KUPs inverkan på lärare, undervisning och elevresultat, (c) KUPs långsiktiga inverkan, och (d) variationen mellan olika KUPs inverkan. Resultaten visar att de studerade programmen är ytterst lika om de karaktäriseras enligt etablerade ramverk om vad som utgör kritiska faktorer av KUP för lärare, samtidigt som de visar på olika inverkan på lärare, undervisning och elevresultat. I ljuset av dessa resultat föreslås en utveckling av två kritiska aspekter gällande KUP för lärare: innehållsfokus och samstämmighet. Genom att utveckla ett mer finkänsligt verktyg för att karaktärisera programmens innehållsfokus upptäcktes också skillnader mellan dem. Tillsammans med en systematisk litteraturöversikt av forskningslitteraturen kring ”samstämmighet” utgjorde dessa resultat en bas för att diskutera möjliga förklaringar till skillnaderna i programmens inverkan, samt en utveckling av de kritiska aspekterna innehållsfokus och samstämmighet. Sammantaget bidrar denna avhandling med: (a) empiriska resultat i förhållande till storskaliga KUPs inverkan, (b) metodologiska resultat i form av verktyg för att karaktärisera KUPs innehållsfokus och samstämmighet, och (c) teoretiska resultat då etablerade ramverk för att karaktärisera KUPs har studerats genom praktisk användning och i ljuset av resultaten föreslås även utvecklingar av dem. 

Place, publisher, year, edition, pages
Västerås: Mälardalen University , 2017.
Series
Mälardalen University Press Dissertations, ISSN 1651-4238 ; 249
Keywords [en]
critical features, mathematics, teacher professional development
National Category
Didactics
Research subject
Didactics
Identifiers
URN: urn:nbn:se:mdh:diva-37298ISBN: 978-91-7485-364-3 (print)OAI: oai:DiVA.org:mdh-37298DiVA, id: diva2:1159675
Public defence
2018-01-19, Zeta, Mälardalens högskola, Västerås, 13:15 (Swedish)
Opponent
Supervisors
Available from: 2017-11-23 Created: 2017-11-23 Last updated: 2017-12-04Bibliographically approved
List of papers
1. Two large-scale professional development programs for mathematics teachers and their impact on student achievement
Open this publication in new window or tab >>Two large-scale professional development programs for mathematics teachers and their impact on student achievement
2017 (English)In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 5, no 7, p. 1281-1301Article in journal (Refereed) Published
Abstract [en]

This article reports on two professional development programs for mathematics teachers and their effects on student achievement. The projects’ design and their implementation within a larger municipality in Sweden, working together with over 90 teachers and 5000 students in elementary school, are described by using a set of core critical features of teacher professional development as identified in the research literature. Data on student achievement were collected at the beginning of the projects as well as one year after their implementation. The results demonstrate a significant interaction effect between year and intervention for grades 2, 8, and 9. Upon a closer examination of the descriptive statistics, the first project points at slight improvements for students in grade 2, while the results for grades 8 and 9 indicate a declining trend. The results for the second project are markedly different and indicate an improvement for student achievement in grades 8 and 9, while the results for grade 2 suggest a deterioration. Considering that both projects are conducted within the same context and are very similar when it comes to several of the critical features of professional development as identified in the research literature, these variances in results are noteworthy. Therefore, building on a closer examination of the projects’ critical features, the Swedish educational context, and results from teacher evaluations, the article ends with a discussion of possible explanations for the variations found between, as well as within, the two projects’ differing impact on student achievement.

National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-31449 (URN)10.1007/s10763-016-9750-x (DOI)000410769000006 ()2-s2.0-84969786552 (Scopus ID)
Available from: 2016-04-21 Created: 2016-04-21 Last updated: 2017-12-28Bibliographically approved
2. Critical features of professional development programs: Comparing content focus and impact of two large-scale programs
Open this publication in new window or tab >>Critical features of professional development programs: Comparing content focus and impact of two large-scale programs
2018 (English)In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 70, p. 121-131Article in journal (Refereed) Published
Abstract [en]

By comparing two large-scale professional development programs' content and impact on student achievement, we contribute to research on critical features of high quality professional development, especially content focus. Even though the programs are conducted in the same context and are highly similar if characterized according to established research frameworks, our results suggest that they differ in their impact on student achievement. We therefore develop an analytical framework that allow us to characterize the programs’ content and delivery in detail. Through this approach, we identify important differences between the programs that provide explanatory value in discussing reasons for their differing impacts.

Keywords
Content focus; Student achievement; Teacher professional development
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-37294 (URN)10.1016/j.tate.2017.11.013 (DOI)000423641900012 ()2-s2.0-85034615024 (Scopus ID)
Available from: 2017-11-23 Created: 2017-11-23 Last updated: 2018-12-10Bibliographically approved
3. Large-scale professional development and its impact on mathematics instruction: Differences between primary and secondary grades
Open this publication in new window or tab >>Large-scale professional development and its impact on mathematics instruction: Differences between primary and secondary grades
2017 (English)In: ICT in mathematics education: The future and the realities. : Proceedings of MADIF10. The tenth research seminar of the Swedish Society for Research in Mathematics Education  / [ed] J. Häggström, E. Norén, J. van Bommel, J. Sayers, O. Helenius & Y. Liljekvist, Göteborg: SMDF/NCM , 2017, p. 57-66Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Göteborg: SMDF/NCM, 2017
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-31450 (URN)
Conference
Tenth research seminar of the Swedish Society for Research in Mathematics Education, MADIF 10. Sweden: Karlstad, 26-27 January 2016
Available from: 2016-04-21 Created: 2016-04-21 Last updated: 2017-12-27Bibliographically approved
4. Large-scale professional development and teacher change – The case of Boost for Mathematics
Open this publication in new window or tab >>Large-scale professional development and teacher change – The case of Boost for Mathematics
2018 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

This study contributes to the ongoing discussion of conceptualizations and measures of teacher professional development (PD). It does so by using data from the TIMSS 2015 teacher questionnaires to study the impact of Boost for mathematics (BfM), a large-scale teacher PD program, on Teacher confidence, Teacher collaboration, and Support from school leadership. The results indicate that BfM has had no sustainedimpact on Teacher confidence and Support from school leadership. A positive impacton Teacher collaboration was found for the 8th grade teachers, but not for the 4thgrade teachers. These results are somewhat contradictory to the ones presentedin national evaluations of BfM and potential explanations for the differences are discussed.

National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-37296 (URN)
Conference
MADIF 11: The eleventh research seminar of the Swedish Society for Research in Mathematics Education, Karlstad University
Available from: 2017-11-23 Created: 2017-11-23 Last updated: 2018-09-28
5. Coherence and the Positioning of Teachers in Professional Development Programs: A Systematic Review
Open this publication in new window or tab >>Coherence and the Positioning of Teachers in Professional Development Programs: A Systematic Review
(English)Manuscript (preprint) (Other academic)
Keywords
alignment, coherence, systematic review, teacher professional development
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-37295 (URN)
Available from: 2017-11-23 Created: 2017-11-23 Last updated: 2018-01-07

Open Access in DiVA

fulltext(1265 kB)194 downloads
File information
File name FULLTEXT01.pdfFile size 1265 kBChecksum SHA-512
0b5133f017a8658715118448905d3305d84ef4d4b5991c27242857f70f19aef97695965ff65a1af4abab521b2979f1c67c4f4894a1f3c34ccc3a990f02d3637f
Type fulltextMimetype application/pdf

Search in DiVA

By author/editor
Lindvall, Jannika
By organisation
Educational Sciences and Mathematics
Didactics

Search outside of DiVA

GoogleGoogle Scholar
Total: 194 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 599 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf