Comparing the Effects of Analysis-of-Practice and Content-Based Professional Development on Teacher and Student Outcomes in Science
Datos Bibliográficos
| ID | 8224214 |
|---|---|
| Autores | Kathleen J Roth (0000-0002-9520-5070, California State Polytechnic University-Pomona, autor de correspondencia), Christopher D Wilson (0000-0002-1628-5106, BSCS Science Learning), Joseph A Taylor (0000-0002-3753-4888, University of Colorado Colorado Springs), Molly A M Stuhlsatz (0000-0001-7218-1240), Connie Hvidsten (BSCS Science Learning) |
| Año | 2019 |
| Volumen | 56 |
| Número | 4 |
| Páginas | 1217-1253 |
| Fecha de publicación | 2019-08-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | American Educational Research Journal (JOURNAL) |
| Identificadores de la revista | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Editorial | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0002831218814759 |
| OpenAlex | W2905626852 |
| Idioma | EN |
| Citas recibidas | 28 |
| Referencias citadas | 53 |
This study tests the influence of a video-based, analysis-of-practice professional development (PD) program on upper-elementary teachers’ science content knowledge, pedagogical content knowledge, and teaching practice and on their students’ achievement. Using a cluster-randomized experimental design, the study compares the outcomes for teachers in an analysis-of-practice program with those of teachers in a content-deepening program. Mediational analyses explore the relationship between teacher outcomes and student learning. In comparison with the content-deepening PD program, the analysis-of-practice PD program significantly impacted teachers’ knowledge and practice. Mediation analyses revealed a strong relationship between teaching practice and student learning. The study advances the field beyond the currently accepted consensus model of effective PD toward an empirically tested model
Academic achievement · Content (measure theory · Content analysis · Mathematics education · Mediation · Pedagogy · Professional development · Sociology · Student achievement · Educational Environments and Student Outcomes · Evaluation of Teaching Practices · Psychology · Teacher Education and Leadership Studies
Learn-Modify-Implement-Reflect
The Level of Professional Ambition Among Student's Jordanian Universities and Its Relationship to Some Variables
Video technologies supporting collaborative learning and knowledge building in initial teacher education
A systematic review and meta-analysis of intervention studies on mathematics and science pedagogical content knowledge
The Impact of Online Video-Based Teacher Professional Development on Instructional Practices and Student Achievement in Biology
Designing Performance-Based Professional Development
Enhancing Bilingual/ESL Teachers’ STEM Instruction with Targeted Content and Disciplinary Literacy Professional Development
Culturally Responsive Pedagogical Knowledge
The Implementation of Cognitively Challenging Tasks
El papel del conocimiento en la agencia docente
Adecuación de recursos instruccionales en ciencias a las preferencias sensoriales del alumnado
Colaboración docente y generación de conocimiento educativo
The relationship between teacher professional development and students’ social and emotional skills
Development of professional vision and pedagogical content knowledge during initial teacher education
Teacher Video Coaching, From Design Features to Student Impacts
Changes in teachers' beliefs
Development and validation of an observation‐based protocol to measure the eight scientific practices of the next generation science standards in K‐12 science classrooms
Teachers and Students Inquiring in Tandem
Power and Sample Size Determination for Multilevel Mediation in Three-Level Cluster-Randomized Trials
Empirical Study of Professional Development of Higher Education Teachers
Effects of multicultural professional development and English learner percentage on STEM teachers’ instructional quality
Investigating teacher adoption of authentic pedagogy through lesson study
Incorporating teacher noticing video case reflection into scaffolded Lesson Study to encourage authentic pedagogy in social studies
Unveiling effectiveness
Effectiveness Research for Teacher Education
Effect of Science Teachers’ Pedagogical Content Knowledge on Student Achievement
Does Teacher Noticing Matter for Students' Science Content Learning Outcomes? Evidence From a Large-Scale Empirical Study
Confusion Over Models
Mathematics Teacher Noticing
Rasch Analysis in the Human Sciences
Pisa 2015 Results (Volume I)
Introduction to Statistical Mediation Analysis
Professional Development for Science Teachers
Videobased lesson analysis
Statistical analysis and optimal design for cluster randomized trials.
Differential effects of three professional development models on teacher knowledge and student achievement in elementary science
Chapter 6
RMediation
A Review of Empirical Literature on Inquiry Professional Development
Rethinking diversity in learning science
Hierarchical Linear Models
Hierarchical linear models
Applying the Rasch Model
Those Who Understand
Reconstructing elementary teacher candidates' understanding of mathematics and science content
The construction of subject matter knowledge in primary science teaching
Effects of subject-matter knowledge in the teaching of biology and physics
Impact of professional development on teacher practice
Mathematics teachers’ “learning to notice” in the context of a video club
Video as a tool for fostering productive discussions in mathematics professional development
Planned educational change in Japan
Urban School Reform Enabled by Transformative Professional Development
Toward Teacher Education Research That Informs Policy
Experimenting With Teacher Professional Development
Professional Development and Teacher Learning
Professional Development Research
What Do New Views of Knowledge and Thinking Have to Say about Research on Teacher Learning
Integrating Literacy and Science in Biology
Modeling Natural Variation Through Distribution
Preparing Teachers to Design Sequences of Instruction in Earth Systems Science
Measuring Usable Knowledge
What Makes Professional Development Effective? Results From a National Sample of Teachers
Improving Impact Studies of Teachers' Professional Development
Cognition in Practice
Knowledge and Teaching
Situated Cognition and the Culture of Learning
| Obras citantes distintas | 28 |
|---|---|
| Citas por año | 4,67 |
| Intervalo de citas | 2020 - 2026 (7) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 28 |