Effects of a professional development program on science teacher knowledge and practice, and student understanding of interdisciplinary science concepts

2020 ◽  
Vol 57 (7) ◽  
pp. 1028-1057 ◽  
Author(s):  
Yang Yang ◽  
Xiufeng Liu ◽  
Joseph A. Gardella
Keyword(s):  
Professional Development ◽  
Science Teacher ◽  
Teacher Knowledge ◽  
Development Program ◽  
Student Understanding ◽  
Professional Development Program ◽  
Interdisciplinary Science ◽  
Knowledge And Practice ◽  
Science Concepts

Measuring the Effects of Professional Development on Teacher Knowledge: The Case of Developing Mathematical Ideas

2010 ◽  
Vol 41 (5) ◽  
pp. 479-512 ◽  
Author(s):  
Courtney A. Bell ◽  
Suzanne Wilson ◽  
Traci Higgins ◽  
D. Betsy McCoach
Keyword(s):  
Professional Development ◽  
Teacher Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Development Program ◽  
Hierarchical Linear Model ◽  
Professional Development Program ◽  
Mathematical Ideas ◽  
Knowledge For Teaching ◽  
Learning Mathematics ◽  
The Impact

This study examines the impact of a nationally disseminated professional development program, Developing Mathematical Ideas (DMI), on teachers' specialized knowledge for teaching mathematics and illustrates how such research could be conducted. Participants completing 2 DMI modules were compared with similar colleagues who had not taken DMI. Teacher knowledge was measured with multiple-choice items developed by the Learning Mathematics for Teaching project and open-ended items based on problems initially developed by DMI experts. After controlling for pretest scores, a hierarchical linear model identified statistically significant differences: The DMI group outperformed the comparison group on both assessments. Gains in teachers' scores on the more closely aligned measure were related to the degree of facilitator experience with DMI. This study adds to our understanding of the ways in which professional development program features, facilitators, and issues of scale interact in the development of teachers' mathematical knowledge for teaching. Study limitations and challenges are discussed.

scholarly journals Significant process of change for elementary teachers to foster functional thinking

2013 ◽  
Vol 27 (47) ◽  
pp. 1007-1015
Author(s):  
Nasim Asghary ◽  
Ahmad Shahvarani ◽  
Ali Reza Medghalchi
Keyword(s):  
Professional Development ◽  
Elementary Teachers ◽  
Development Program ◽  
Practice Change ◽  
Professional Development Program ◽  
Process Of Change ◽  
Functional Thinking ◽  
Level Of Use ◽  
Significant Process ◽  
Adaptation Model

The purpose of this study was to explore a professional development program that involved 15 teachers. Functional thinking was used as a centerpiece of the program for work with teachers of Grades 1-5 during 6 months of the study. We used the concern-based adaptation model (CBAM) as a methodology to track the process of change of teachers and to understand the trajectories through which teachers may progress. Two questions guided the investigations: 1. How does implementation of the professional development program focused on functional thinking impact teachers' concerns? 2. How did teachers' practice change due to the implementation of the innovation program? The result of the study showed effectiveness of process of change in teachers, both in stages of concerns and level of use of the innovation.

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