TY  - BOOK
AU  - Jitendra, Asha K. 
AU  - Harwell, Michael R. | Im, Soo-hyun 
TI  - Sustainability of a Teacher Professional Development Program on Students’ Proportional Reasoning Skills: (Journal Article)
SN  - 0022-0973
PY  - 2024///
CY  - Philadelphia, USA 
PB  - : Taylor and Francis Group and Routledge 
KW  - Professional development| schema-based instruction| proportional reasoning| seventh-grade students
N1  - ***______{For Hard Copy, Please visit Library.}________***


N2  - 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
UR  - https://doi.org/10.1080/00220973.2023.2173129
ER  -