01767nam a22002057a 4500 20240508055631.0 240508b |||||||| |||| 00| 0 eng d 0022-0973 Jitendra, Asha K. 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 ***______{For Hard Copy, Please visit Library.}________*** 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. Professional development| schema-based instruction| proportional reasoning| seventh-grade students Harwell, Michael R. | Im, Soo-hyun https://doi.org/10.1080/00220973.2023.2173129 PER 0 0 0 0 RIEBPL RIEBPL 2024-05-08 0 2024-05-08 05:56:44 2024-05-08 PER 45742 45741