Metacognitive Training in Professional Development Can Improve and Sustain Student Achievement

TL;DR

This study demonstrates that a professional development program focusing on metacognitive teaching strategies significantly enhances and sustains mathematics achievement among secondary students in the US.

Contribution

The paper introduces the MAST System, a cognitive apprenticeship program that improves teacher metacognitive skills, leading to lasting student achievement gains.

Findings

Large increases in mathematics scores during intervention

Scores continued to improve for years after program completion

Teachers became adaptive experts through reflective practice

Abstract

Secondary school students in the United States continue to underachieve in mathematics and science. Improving teacher quality is a core component of improving student achievement. Here we report on a professional development program, the MAST System, that develops the knowledge and skills for teaching mathematics, including metacognitive knowledge and regulation. In this cognitive apprenticeship program, teachers learn to plan, evaluate and adjust to improve student engagement and achievement. Central is the metacognitive practice of defense of instruction. By practicing this reflective approach, teachers become adaptive experts, able to innovate in the classroom. During the two-year intervention, the MAST System resulted in large increases in the California Standards Test mathematics scores, compared to both the district and the state. In addition, improvement continued for several years after the intervention was completed. This continued improvement in student scores indicated that the teachers and schools changed in a sustainable way.