Teacher knowledge of the K-5 mathematic standards and their attitudes toward professional or staff development

This thesis examined Grades 2 through 5 teachers' perception of their knowledge of the California Mathematic Content Standards and their attitudes about the effectiveness of staff development in increasing their knowledge ofthe standards. By surveying the teachers, the researcher was able to analyze how second through fifth grade teachers felt they best gained knowledge of standards either district-wide staff development days, site staff development workshops, or self selected professional development. The results were consistent with current literature, and therefore, the researcher concluded that the most productive staff development that teachers' perceive increases their knowledge of the standards occurred when they had an active part in the preparation, and it was not a one-time occurrence but an on-going event.