Impact of Online Professional Development or Teacher Quality and Student Achievement in Fifth Grade Mathematics
Abstract
Despite the ever-increasing number of online professional development (OPD) programs, relatively few studies have been conducted to examine the efficacy of such programs for teachers and students. This manuscript presents findings from an impact study of OPD courses infractions, algebraic thinking, and measurement on 79 fifth grade teachers’ pedagogical content knowledge and pedagogical practices as well as their students’ mathematics achievement. The OPD courses were offered one course per semester for three semesters, and each course comprised 1 week of orientation and 6 weeks of course content. Overall, teachers participated in more than approximately 70 hours of OPD. The research findings showed that teachers who had been randomly assigned to the experimental group had significantly greater gains in scores for pedagogical content knowledge and pedagogical practices than teachers in the control group. Nevertheless, the positive changes in teacher outcomes did not translate to any meaningful differences in students’ mathematics achievement.
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Improved teacher quality and effective delivery of instruction may increase student mathematics achievement.
“which in turn may increase student mathematics achievement (Dash et al., 2012; Department for Education, 2016; K. K. Hill et al., 2017;Prast et al., 2018).”
From Teacher Professional Development and Student Mathematics Achievement: A Meta-Analysis of the Effects and Moderators (2025) · cites this paper as Dash et al., 2012
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“Journal of Research in Science Teaching, 49(8), 987–1011; Penuel, W.”
BackgroundInfluentialStrengthening the research base that informs STEM instructional improvement efforts: A meta-analysis
Lynch, K., Hill, H. C., Gonzalez, K. E., & Pollard, C. (2019) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373719849044 · Cited by 160 · see citing works
Meyer, A., Kleinknecht, M., & Richter, D. (2023) · Computers & Education · doi:10.1016/j.compedu.2023.104805 · Cited by 76 · see citing works
Copur-Gencturk, Y., Li, J., & Atabas, S. (2024) · American Educational Research Journal · doi:10.3102/00028312241248514 · Cited by 47 · see citing works
Park, S., Lee, Y. R., Nelson, G., Cook, M. A., & Doabler, C. T. (2025) · Education Sciences · doi:10.3390/educsci15091177 · Cited by 5 · see citing works
- Authors
- Dash, S., Magidin de Kramer, R., O’Dwyer, L. M., Masters, J., & Russell, M.
- Affiliations
- Boston College (US)
- Venue
- Journal of Research on Technology in Education
- Publisher
- Informa UK Limited
- Published
- 2012-09
- Volume
- 45
- Issue
- 1
- Pages
- 1-26
- ISSN
- 1539-1523 (ISSN-L)
- 1945-0818
- OpenAlex
- W2093108862
- Cited by
- 101
- References
- 0
- Citations by year
- 2026: 2 · 2025: 9 · 2024: 6 · 2023: 9 · 2022: 11 · 2021: 6 · 2020: 10 · 2019: 11 · 2018: 4 · 2017: 5 · 2016: 7 · 2015: 9 · 2014: 8 · 2013: 4
- FWCI
- 32.42
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Research on Technology in Education (publishedVersion)
- Topics
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Teacher Education and Assessments
- Keywords
- online professional development, teacher quality, academic performance, fifth grade mathematics, pedagogical content knowledge, teaching practice, algebraic thinking, measurement, teacher professional development, program efficacy
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