scholarly journals The impact of a Framework -aligned science professional development program on literacy and mathematics achievement of K-3 students

2017 ◽  
Vol 54 (9) ◽  
pp. 1174-1196 ◽  
Author(s):  
Peter Paprzycki ◽  
Nicole Tuttle ◽  
Charlene M. Czerniak ◽  
Scott Molitor ◽  
Joan Kadervaek ◽  
...  
Keyword(s):  
Professional Development ◽  
Mathematics Achievement ◽  
Development Program ◽  
Professional Development Program ◽  
Science Professional Development ◽  
And Mathematics ◽  
The Impact ◽  
Science Professional

Observed Implementation of a Science Professional Development Program for K-8 Classrooms

2011 ◽  
Vol 22 (7) ◽  
pp. 579-594 ◽  
Author(s):  
Becky Barton Sinclair ◽  
Gilbert Naizer ◽  
Cynthia Ledbetter
Keyword(s):  
Professional Development ◽  
Development Program ◽  
Professional Development Program ◽  
Science Professional Development ◽  
Science Professional

Repetita Iuvant? A Repeated Randomized Controlled Trial on the Effectiveness of an At-Scale Teacher Professional Development Program

2021 ◽  
pp. 0193841X2110553
Author(s):  
Giovanni Abbiati ◽  
Gianluca Argentin ◽  
Andrea Caputo ◽  
Aline Pennisi
Keyword(s):  
Professional Development ◽  
Teacher Collaboration ◽  
Program Implementation ◽  
Program Effectiveness ◽  
Controlled Trial ◽  
Development Program ◽  
Professional Development Program ◽  
Small Scale ◽  
Randomized Controlled ◽  
The Impact

Background A recent stream of literature recognizes the impact of good/poor implementation on the effectiveness of programs. However, implementation is often disregarded in randomized controlled trials (RCTs) because they are run on a small scale. Replicated RCTs, although rare, provide a unique opportunity to study the relevance of implementation for program effectiveness. Objectives Evaluating the effectiveness of an at-scale professional development program for lower secondary school math teachers through two repeated RCTs. Research Design The program lasts a full school year and provides innovative methods for teaching math. The evaluation was conducted on two cohorts of teachers in the 2009/10 and 2010/11 school years. The program and RCTs were held at scale. Participating teachers and their classes were followed for 3 years. Impact is estimated by comparing the math scores of treatment and control students. Subjects The evaluation involved 195 teachers and their 3940 students (first cohort) and 146 teachers and their 2858 students (second cohort). Measures The key outcome is students’ math achievement, measured through standardized assessment. Results In the first wave, the program did not impact on students’ achievement, while in the second wave, a positive, persistent, and not insignificant effect was found. After excluding other sources of change, different findings across waves are interpreted in the light of improvements in the program implementation, such as enrollment procedure, teacher collaboration, and integration of innovation in daily teaching. Conclusions Repeated assessment of interventions already at-scale provides the opportunity to better identify and correct sources of weak implementation, potentially improving effectiveness.

Written Speech

2018 ◽  
Vol 8 (4) ◽  
pp. 38-49
Author(s):  
Pamela Moen ◽  
Kelley Walters
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Teacher Professional Development ◽  
Knowledge Building ◽  
Virtual Community ◽  
Development Program ◽  
Professional Development Program ◽  
Teacher Professional ◽  
The Impact ◽  
Written Speech

Data collected within this qualitative, multiple-case study included teachers' knowledge building preferences for written speech in a virtual community of practice (VCoP), blended learning, teacher professional development program. This data was analyzed using the theoretical tenets of Vygotsky's social constructivist learning theory. Through heterogeneous sampling, six sites were selected from 11 program participating schools, with 11 participating teachers purposively selected from these sites. Following semi-structured participant interviews, data were coded and analyzed, where the findings indicated that participants preferred the audiovisual learning content to the written activity format in the blended learning, VCoP teacher professional development program. Program developers may use the research findings to guide the development of VCoP content alternatives to singularly text based online professional development delivery models. Recommendations for future research include studies that address the impact of audiovisual VCoP content on knowledge building.

Assessing the Impact of a Professional Development Program for Physician Assistant Program Directors

2018 ◽  
Vol 29 (3) ◽  
pp. 138-143
Author(s):  
Lisa Mustone Alexander ◽  
Patrick Auth ◽  
Rachel Carlson ◽  
Meredith Davison
Keyword(s):  
Professional Development ◽  
Physician Assistant ◽  
Development Program ◽  
Program Directors ◽  
Professional Development Program ◽  
The Impact ◽  
Physician Assistant Program

Preparing Teachers to Use GIS: The Impact of a Hybrid Professional Development Program on Teachers’ Use of GIS

2016 ◽  
Vol 25 (6) ◽  
pp. 930-946 ◽  
Author(s):  
Steven Moore ◽  
Don Haviland ◽  
William Moore ◽  
Michael Tran
Keyword(s):  
Professional Development ◽  
Development Program ◽  
Professional Development Program ◽  
The Impact
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