Jitendra, Asha K.  <br/><br/>
Sustainability of a Teacher Professional Development Program on Students’ Proportional Reasoning Skills  (Journal Article) 

 - Philadelphia, USA   : Taylor and Francis Group and Routledge   ,March 2024 
 - 56-75p. 
 - The Journal of Experimental Education    Volume 92: Number 1, 2024 .
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<br/><br/> Abstract: This study investigated the sustainability effects of the schema-based instruction (SBI) program and corresponding PD on the instructional practices of two cohorts of teachers (i.e., SBI experienced-teacher implementers and SBI novice-teacher implementers) and on students’ ability to reason with proportions and overall mathematics performance. SBI is a multicomponent program that focuses on recognizing the underlying mathematical problem structure (e.g., ratios, rates, percent) needed to reason with proportions. Results indicated that both experienced- and novice-teacher implementers delivered SBI with similar levels of fidelity; there was an SBI experience effect on the immediate test of proportional problem-solving (PPS), but not on a 11-week retention test of PPS, a general measure of problem solving, or the end-of-year state mathematics achievement tests. 
<br/><br/><label>ISSN: </label>0022-0973   
<br/><br/><label>Subjects--Topical Terms: </label><br/>Professional development| schema-based instruction| proportional reasoning| seventh-grade students