@inproceedings{6a7f3ec530d44f659bed922d69371260,
title = "THE IMPACT OF A CONTENT FOCUSED VIDEO-BASED PD ON TEACHER KNOWLEDGE, INSTRUCTIONAL PRACTICE, AND STUDENT ACHIEVEMENT",
abstract = "Video is a powerful tool in professional development (PD) that can support teacher learning of content and skills. In the mathematics field, PD aligned with high quality standards is especially needed to help teachers gain mathematical knowledge for teaching and to develop fluency in making instructional decisions that support students{\textquoteright} learning of challenging content. The Learning and Teaching Geometry intervention consists of well-specified PD materials that engage teachers in learning complex mathematical concepts through video cases. This paper describes a grouprandomized efficacy study examining the effectiveness of this intervention. The findings suggest that the intervention strongly impacted teachers{\textquoteright} instructional practice, leading to some student learning improvements.",
author = "Nanette Seago and Karen Koellner and Jennifer Jacobs",
note = "Publisher Copyright: {\textcopyright} 2019, Psychology of Mathematics Education (PME). All rights reserved.; 43rd Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2019 ; Conference date: 07-07-2019 Through 12-07-2019",
year = "2019",
language = "English (US)",
isbn = "9780639821542",
series = "Proceedings of the International Group for the Psychology of Mathematics Education",
publisher = "Psychology of Mathematics Education (PME)",
pages = "305--311",
editor = "Mellony Graven and Hamsa Venkat and Essien, {Anthony A} and Pamela Vale",
booktitle = "Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, 2019",
}