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003			ZW-GwMSU
005			20241001102247.0
008			241001b |||||||| |||| 00| 0 eng d
022			_a00224871
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aLB1738 JOU
100	1		_aHiggins, Joanna _eauthor
245	1	2	_aA successful professional development model in mathematics : _ba system-wide New Zealand case/ _ccreated by
264	1		_aThousand Oaks : _bSage, _c2009.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aJournal of teacher education _vVolume 60, number 3
520	3		_aThe design and implementation of the professional development model of the New Zealand Numeracy Development Project has been successful in improving teacher knowledge and practice as well as raising student outcomes. Since 2000, more than 25,000 teachers in English-medium settings have participated in the project. In New Zealand the terms English-medium and Māori-medium are used to distinguish the language of instruction. settings have participated in the project. A content analysis across a large data set from evaluations conducted during the first four years of the project, identified three pedagogical tools that participants describe as improving their mathematics knowledge and practice: the number framework; the diagnostic interview; and the strategy teaching model. The article argues that the power of the professional development model lies in the integration of the three pedagogical tools ensuring that professional learning focuses on the core ideas of the project within the context of the teacher's classroom. This focus has enabled teachers to deepen their professional knowledge, change their instructional practice and improve their responsiveness to students' diverse learning needs.
650			_aProfessional development _vMathematics education _xProgram evaluation
700	1		_aParsons, Ro _eco author
856			_uhttps://doi.org/10.1177/0022487109336894
942			_2lcc _cJA
999			_c167447 _d167447