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New Instruments for Studying the Impacts of Science Teacher Professional Development / Peggy J. Trygstad, Eric R. Banilower and P. Sean Smith.

The logic model that implicitly drives most professional development (PD) efforts asserts that PD leads to changes in teacher knowledge and beliefs, which leads to improved classroom practice, and ultimately, better student outcomes. However, efforts to study the impacts of PD programs are often ham...

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Bibliographic Details
Online Access: Full Text (via ERIC)
Main Authors: Trygstad, Peggy J., Banilower, Eric R. (Author), Smith, P. Sean (Author), Nelson, Courtney L. (Author)
Corporate Author: Horizon Research
Format: eBook
Language:English
Published: [Place of publication not identified] : Distributed by ERIC Clearinghouse, 2014.
Subjects:
Science Teachers.
Faculty Development.
Program Evaluation.
Program Effectiveness.
Teacher Surveys.
Test Construction.
Elementary School Teachers.
Middle School Teachers.
Classroom Observation Techniques.
Pedagogical Content Knowledge.
Knowledge Level.
Teacher Attitudes.
Teaching Methods.
Academic Achievement.
Learning Theories.
Item Response Theory.
Interviews.
Questionnaires.
Secondary School Teachers.
Factor Analysis.
Description
Summary:The logic model that implicitly drives most professional development (PD) efforts asserts that PD leads to changes in teacher knowledge and beliefs, which leads to improved classroom practice, and ultimately, better student outcomes. However, efforts to study the impacts of PD programs are often hampered by the scarcity of high-quality instruments. This paper describes the development of a set of learning-theory aligned instruments including: coupled teacher and student content assessments that measure conceptual understanding in each of four topics at two different grade levels (upper elementary and middle school); a survey of teacher beliefs about effective science instruction; and a classroom observation protocol. These instruments have been used in a number of research and evaluation projects to study professional development and its impact on teacher content knowledge, beliefs, classroom practices, and/or student achievement.
Item Description:Availability: Horizon Research, Inc. 326 Cloister Court, Chapel Hill, NC 27514. Tel: 919-489-1725; Fax: 919-493-7589; e-mail: hri@horizon-research.com; Web site: http://www.horizon-research.com.
Sponsoring Agency: National Science Foundation (NSF).
Abstractor: As Provided.
Educational level discussed: Elementary Education.
Educational level discussed: Middle Schools.
Educational level discussed: Secondary Education.
Educational level discussed: Junior High Schools.
Physical Description:1 online resource (18 pages)
Type of Computer File or Data Note:Text (Reports, Research)
Preferred Citation of Described Materials Note:Horizon Research, Inc.

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