Student Change Associated with Teachers' Professional Learning

Abstract

Teachers and students in nine rural Tasmanian schools have been associated with a research project providing professional learning for teachers in mathematics in a reform-based learning environment. Students completed surveys to measure attitudes and mathematics skills and understanding late in 2005 and late in 2006. Teachers completed profiles late in 2005 and participated in professional learning activities from then throughout 2006. The professional learning program is described and change in student attitudes and performance reported.