scholarly journals The impact of a professional development program integrating informal science education on early childhood teachers’ self-efficacy and beliefs about inquiry-based science teaching

2009 ◽  
Vol 21 (4) ◽  
pp. 53-70 ◽  
Author(s):  
Emilio Duran ◽  
Lena Ballone-Duran ◽  
Jodi Haney ◽  
Svetlana Beltyukova
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Science Education ◽  
Science Teaching ◽  
Early Childhood Teachers ◽  
Development Program ◽  
Informal Science Education ◽  
Professional Development Program ◽  
Informal Science ◽  
The Impact

scholarly journals Science Teaching Excites Medical Interest: A Teacher Professional Development Program in Mississippi

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Andrew Notebaert ◽  
Marie Barnard ◽  
Edgar Meyer ◽  
Erin Dehon ◽  
Caroline Compretta ◽  
...  
Keyword(s):  
Professional Development ◽  
Science Teaching ◽  
Teacher Professional Development ◽  
Development Program ◽  
Professional Development Program ◽  
Teacher Professional ◽  
Medical Interest

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.

scholarly journals Academic and informal science education practitioner views about professional development in science education

2007 ◽  
Vol 91 (4) ◽  
pp. 604-628 ◽  
Author(s):  
Tamsin Astor-Jack ◽  
Ellen McCallie ◽  
Phyllis Balcerzak
Keyword(s):  
Professional Development ◽  
Science Education ◽  
Informal Science Education ◽  
Informal Science
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