Changes in the Content Development and Adaptive Competence of Teachers Following a Specialized Content Knowledge Workshop

2020 ◽  
pp. 1-9
Author(s):  
Insook Kim ◽  
Phillip Ward
Keyword(s):  
Professional Development ◽  
Content Knowledge ◽  
Univariate Analysis ◽  
Development Program ◽  
Specialized Content Knowledge ◽  
Development Patterns ◽  
Content Development ◽  
Treatment Conditions ◽  
Before And After ◽  
Quasi Experimental

Purpose: This study examined the effects of a specialized content knowledge workshop on developing teachers’ content development and adaptive competence in teaching badminton. Method: A quasi-experimental design was employed with three middle school physical education teachers who taught five or six badminton lessons before and after the content knowledge workshop (n = 66). Descriptive statistics and univariate analysis of variance were conducted to analyze the data of content development index scores and intratask adaptations. Frequency data across lessons by teachers and treatment conditions were employed for content development patterns. Results: There were statistically significant effects of the workshop in developing the teachers’ use of content development (p = .049) and adaptations (p = .000), but their effects varied by teacher. While the most used content development pattern by the teachers in comparison classes was an informing applying pattern, the teachers used a variety of content development patterns that included more task progressions in the experimental classes. Conclusion: It can be concluded that teachers’ instructional tasks and task adaptations could be improved through a well-designed professional development program. The findings can guide the direction of teacher education and professional development in ways to enhance teachers’ content development and adaptations.

scholarly journals Peningkatan Status Perkembangan Anak Prasekolah dengan Stimulasi Perkembangan

JKEP ◽  
2020 ◽  
Vol 5 (2) ◽  
pp. 150-160
Author(s):  
Santun Setiawati ◽  
Agus Citra Dermawan ◽  
Raden Siti Maryam
Keyword(s):  
Univariate Analysis ◽  
Wilcoxon Test ◽  
Good Growth ◽  
Frequency Distributions ◽  
Growth Status ◽  
Development Status ◽  
Significant Difference ◽  
Before And After ◽  
Quasi Experimental ◽  
Children Development

The children are not small adults, but have unique characteristics that are always growing and evolving since their conception until the end of adolescence. Good growth and development of children requires appropriate stimulation and accordance with the age such as developmental stimulation. The aim of this study was to determine the influence development simulations towards pre-school children’s growth status. This research was using the quasi-experimental design without control. The numbers of respondents were 30 children (with aged 60-72 month). The children with dubious developmental status had performed the development stimulations for 2 weeks for 3-4 housr a day and evaluated the development status. Developmental Pre-Screening Questionnaire (KPSP) instrument used in this research. The data analysis was using univariate analysis (frequency distributions), bivariate (Wilcoxon test) and multivariate (ANCOVA test). There was a significant difference in the children’s development status before and after development stimulation interventions (p= 0.000), but there was no children and mothers’ characteristic factors that affect the children development status. Stimulation associated with the value of child development, where the high category of stimulation is not found in children whose development category is slow. So it takes stimulation of children from an early age. Growth stimulations can be done routinely as a part of efforts to improve the children development status.

Effects of a Teacher Professional Development Program on the Mathematics Achievement of Middle School Students

2012 ◽  
Vol 43 (2) ◽  
pp. 159-181 ◽  
Author(s):  
Laura B. Sample McMeeking ◽  
Rebecca Orsi ◽  
R. Brian Cobb
Keyword(s):  
Professional Development ◽  
Middle School ◽  
Middle School Students ◽  
Mathematics Instruction ◽  
Development Program ◽  
Middle Level ◽  
Teacher Participation ◽  
School Students ◽  
Mathematics Test ◽  
Quasi Experimental

The effect of a 15- to 24-month in-service professional development (PD) program on state accountability mathematics test scores for middle school students was examined using a quasi-experimental design. Middle level mathematics teachers (n = 128) from 7 school districts and 64 middle schools volunteered for a PD sequence of content-oriented summer courses and pedagogy-oriented structured follow-up experiences during the subsequent academic year. Student effects of the PD program were measured using Colorado's state mathematics test results for 2 cohorts of students: 1 that received mathematics instruction from participant teachers in the year prior to the PD and another cohort that received mathematics instruction in the year following the PD. The odds of a student achieving a Proficient or Advanced score on the state test were then compared between cohorts. Results showed that students' odds of achieving a score of Proficient or better increased with teacher participation in the PD program.

Examining the Contribution of a Professional Development Program to Elementary Classroom Teachers’ Content Knowledge and Student Achievement: The Case of Basketball

2020 ◽  
pp. 1-12
Author(s):  
Lambros Stefanou ◽  
Niki Tsangaridou ◽  
Charalambos Y. Charalambous ◽  
Leonidas Kyriakides
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Content Knowledge ◽  
Development Program ◽  
Elementary Classroom ◽  
Higher Learning ◽  
Classroom Teachers ◽  
Learning Gains ◽  
Multilevel Regression ◽  
Direct Measures

Purpose: Teacher content knowledge (CK) and its contribution to student achievement (SA) are understudied in physical education, especially concerning the examination of the effectiveness of professional development (PD) programs using direct measures of teachers’ CK and SA. To make progress in this research area, this study investigated the contribution of a content-focused PD program to teachers’ CK and SA in basketball, using direct measures thereof. Methods: A quasi-experimental design was utilized to examine the contribution of a PD program. The authors measured the CK of 52 elementary classroom teachers and their fifth or sixth grade students’ (n = 913) achievement in basketball before and after the PD program. The data were analyzed using unilevel and multilevel regression analyses. Results: Teachers who participated in the PD program exhibited higher learning gains in their CK; their students also exhibited higher learning gains. Discussion and Conclusion: The study findings suggest that PD programs focused on enhancing teachers’ CK might also support SA.

Online Mathematics Teacher Education

2021 ◽  
pp. 713-733
Author(s):  
Jennifer Chauvot ◽  
Stephen J. Pape ◽  
Sherri K. Prosser ◽  
Kimberly Hicks
Keyword(s):  
Professional Development ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Mathematics Teacher Education ◽  
Development Program ◽  
Pedagogical Content ◽  
Design And Implementation ◽  
Theoretical Perspectives ◽  
And Mathematics ◽  
Science And Mathematics Teachers

In this chapter, the authors describe two online programs that sought to impact teachers' content knowledge, pedagogical content knowledge, and instructional practices in K-12 classrooms. One program was a master's program for middle grades science and mathematics teachers, and the other was a yearlong professional development program for third- through fifth-grade general and special education teachers. They share the theoretical perspectives that informed the design and implementation of the programs and outcomes from each program. Examples of learning activities from each of the programs are provided. The authors contend that deliberate, theoretically-based design and implementation of online professional development programs with science and mathematics teachers is not only viable but also vital in supporting teachers' ongoing knowledge growth of learner-centered instruction.

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