Examining Science Educators’ Perspectives on Learning Progressions in a Climate Change Education Professional Development Program

2017 ◽  
Vol 28 (3) ◽  
pp. 250-274 ◽  
Author(s):  
Emily Hestness ◽  
J. Randy McGinnis ◽  
Wayne Breslyn ◽  
R. Christopher McDonald ◽  
Chrystalla Mouza
Keyword(s):  
Climate Change ◽  
Professional Development ◽  
Development Program ◽  
Professional Development Program ◽  
Learning Progressions ◽  
Climate Change Education ◽  
Education Professional ◽  
Education Professional Development ◽  
Science Educators

scholarly journals Evaluating the effectiveness of a laboratory-based professional development program for science educators

2015 ◽  
Vol 39 (4) ◽  
pp. 341-351 ◽  
Author(s):  
Michael W. Amolins ◽  
Cathy M. Ezrailson ◽  
David A. Pearce ◽  
Amy J. Elliott ◽  
Peter F. Vitiello
Keyword(s):  
Professional Development ◽  
Science Education ◽  
Academic Success ◽  
Science Classroom ◽  
Rapid Development ◽  
Development Program ◽  
Subject Area ◽  
Professional Development Program ◽  
Student Centered ◽  
Science Educators

The process of developing effective science educators has been a long-standing objective of the broader education community. Numerous studies have recommended not only depth in a teacher's subject area but also a breadth of professional development grounded in constructivist principles, allowing for successful student-centered and inquiry-based instruction. Few programs, however, have addressed the integration of the scientific research laboratory into the science classroom as a viable approach to professional development. Additionally, while occasional laboratory training programs have emerged in recent years, many lack a component for translating acquired skills into reformed classroom instruction. Given the rapid development and demand for knowledgeable employees and an informed population from the biotech and medical industries in recent years, it would appear to be particularly advantageous for the physiology and broader science education communities to consider this issue. The goal of this study was to examine the effectiveness of a laboratory-based professional development program focused on the integration of reformed teaching principles into the classrooms of secondary teachers. This was measured through the program's ability to instill in its participants elevated academic success while gaining fulfillment in the classroom. The findings demonstrated a significant improvement in the use of student-centered instruction and other reformed methods by program participants as well as improved self-efficacy, confidence, and job satisfaction. Also revealed was a reluctance to refashion established classroom protocols. The combination of these outcomes allowed for construction of an experiential framework for professional development in applied science education that supports an atmosphere of reformed teaching in the classroom.

Lessons Learned Through Our Climate Change Professional Development Program for Middle and High School Teachers

2008 ◽  
Vol 29 (6) ◽  
pp. 500-511 ◽  
Author(s):  
Roberta M. Johnson ◽  
Sandra Henderson ◽  
Lisa Gardiner ◽  
Randy Russell ◽  
Dennis Ward ◽  
...  
Keyword(s):  
Climate Change ◽  
Professional Development ◽  
High School ◽  
High School Teachers ◽  
Development Program ◽  
Lessons Learned ◽  
Professional Development Program ◽  
School Teachers

Effects of a Physical Education Program on Children’s Manipulative Skills

1998 ◽  
Vol 17 (3) ◽  
pp. 327-341 ◽  
Author(s):  
Thomas L. McKenzie ◽  
John E. Alcaraz ◽  
James F. Sallis ◽  
F. Nell Faucette
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Education Program ◽  
Development Program ◽  
Classroom Teachers ◽  
Education Programs ◽  
Gain Scores ◽  
Education Professional ◽  
Treatment Conditions ◽  
Education Professional Development

We assessed effects of a physical education professional development program on 3 manipulative skills of 4th- and 5th-graders. Seven schools were randomly assigned to 3 treatment conditions: PES (Physical Education Specialists), TT (Trained Classroom Teachers), and CO (Controls). Students (358 boys, 351 girls) were randomly selected from 56 classes and tested on throwing, catching, and kicking. In the fall baseline, boys scored higher than girls; 5th-graders scored higher than 4th-graders. In the spring, children in PES schools had improvements of 21%; those in TT and CO schools gained 19% and 13%, respectively. Gain scores were significant for catching (p = .005) and throwing (p = .008). Intervention effects did not differ by gender or grade. Adjusting for condition, boys made significantly greater gains than girls. The results indicate that children’s manipulative skills can be improved by quality physical education programs delivered by PE specialists and classroom teachers with substantial training.

scholarly journals Teacher Level Factors and Student Achievement in a Cyber-Enabled Engineering Education Professional Development Program

2019 ◽  
Vol 6 (1) ◽  
pp. 48
Author(s):  
Wei Zakharov ◽  
Johannes Strobel ◽  
Heidi Diefes-Dux
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Engineering Education ◽  
Engineering Design ◽  
Development Program ◽  
Professional Development Program ◽  
Education Professional Development ◽  
Post Test ◽  
Teacher Professional ◽  
The Impact

This study investigates the impact of an elementary engineering education teacher professional development program on student learning. The results show a significant increase in students’ knowledge in science from pre- to post-test as well as in engineering design from grade two to grade four. Further, the study uses multilevel modeling to quantitatively analyze the impact of differences among teachers on the engineering design achievement of their students. Different predictive relationships between demographic and social capital factors at the teacher level and student achievement are identified and implications for educational policymaking and practices are discussed.

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