Evaluating the Effects of Professional Development on Urban Mathematics Teachers TPACK Using Confidence Intervals

The purpose of this study was to use meta-analytic thinking to evaluate the results of a three-week professional development on mathematics teachers’ technological pedagogical content knowledge (TPACK). The study aims to elucidate the necessity of technology professional development activities to su...

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Bibliographic Details
Published in:REDIMAT 2019-10, Vol.8 (3), p.312-338
Main Authors: Young, Jamaal Rashad, Young, Jemimah, Hamilton, Christina, Pratt, Sarah Smitherman
Format: Article
Language:English
Subjects:
analytic thinking
analítico
desarrollo profesional
Educational Technology
Effect Size
Faculty Development
Integración tecnológica
Intervention
matemáticas
mathematics
Mathematics Teachers
meta
Middle School Teachers
Outcomes of Education
Pedagogical Content Knowledge
pensamiento meta
professional development
Technological Literacy
Technology Integration
Urban Schools
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Summary:The purpose of this study was to use meta-analytic thinking to evaluate the results of a three-week professional development on mathematics teachers’ technological pedagogical content knowledge (TPACK). The study aims to elucidate the necessity of technology professional development activities to support mathematics teaching and learning in urban schools. This study utilizes mean difference confidence intervals as measures of the effectiveness of a professional development intervention in an urban school district in the U.S. This article presents a practical application of meta-analytic thinking to better contextualize the results through direct comparisons to similar studies. The results of this study suggest that the professional development increased mathematics teachers’ perceptions of their pedagogical knowledge, technological knowledge, pedagogical content knowledge, and technological content knowledge. The study results indicate that despite smaller overall effect sizes the results observed in this urban intervention were not statistically significantly different from most prior research in this area. Because of the chosen research approach, the research results have practical as well as empirical implications for the development and delivery of professional development in urban schools. This article contributes to the literature by providing a contextualized assessment of PD effects and by placing these effects in a broader scholarly context.
ISSN:2014-3621
2014-3621
DOI:10.17583/redimat.2019.3065