A comparative study of elementary and middle school mathematics teachers' professional development and classroom practices

The purpose of this study was to compare the professional development and classroom practices of elementary school teachers and middle school mathematics teachers in Jackson Public School District. The sample for the study comprised of 110 elementary school teachers and 25 middle school mathematics teachers. Survey was used to collect data from the participants in the spring semester of 2000--2001 school year. The Statistical Package for the Social Sciences (SPSS) was used to analyze the data collected. The data analysis showed that there was no significant difference in the professional development and classroom practices of the elementary school teachers and the middle school mathematics teachers. Findings showed that the teachers lacked structured time and opportunities at school to plan lessons, interact with colleagues, and reflect on practice.