An Cognitive and Affective Developmental Approach to Professional Development (CAD) IRB 1781
Hypothesis
Professional Development specifically designed for affective and cognitive development, in combination with training and application of conceptually based mathematics and science instruction will increase the student passing rate on the state mandated tests at a predominantly Hispanic lower socioeconomic status middle School.
Goals
The CAD team will develop a strong research foundation for an approach to professional development that addresses the affective and cognitive domains of teachers and students.
To develop a model of professional development for training teachers in predominately minority lower socioeconomic status schools.
To improve high school students' standardized mathematics and science achievement by transition to increasingly complex mathematics teaching/learning through
Treatment
The principal from Henderson Middle School met with Drs. Tchoshanov and Blake to discuss possible approaches to working with this mathematics teachers to improve their instruction and raise the percentage of students passing the sate mandated test. Drs. Tchoshanov and Blake will design and implement a series of professional development activities to address the affective and cognitive development, in combination with training and application of conceptually based mathematics and science instruction which should increase the passing rate on the state mandated tests at a predominantly Hispanic lower socioeconomic status middle School. All mathematics teachers for the 6th, 7th, and 8th grade will be involved with this project. 90 middle school students will be involved.
Henderson MS: Elements of the PD model
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