What Evaluation Tells Us about Professional Development Programs in Mathematics and Science.

Autor/in	Frechtling, Joy
Titel	What Evaluation Tells Us about Professional Development Programs in Mathematics and Science.
Quelle	(2001), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Change; Elementary Secondary Education; Faculty Development; Mathematics Teachers; Program Evaluation; Science Teachers + Suchen Sie Ihr Suchwort? Bildungsreform; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Programme evaluation; Programmevaluation; Science; Science teacher; Wissenschaft
Abstract	This chapter presents a review of what is known from evaluation studies about the impacts of professional development programs in mathematics and science education, and their role in systemic reform. Following comparisons of program focus, structure, target population, and geographic scope, an overview of program goals is presented in terms of the following dimensions: (1) increasing teacher knowledge; (2) providing teacher renewal and the opportunity for networking; (3) increasing leadership and empowerment; (4) changing classroom practice; (5) increasing student interest and achievement; and (6) enhancing minority participation. The analysis shows that few studies have included close examination of what happens as a result of participation in professional development programs. Studies have typically focused on teacher satisfaction or other self-reported feedback. Even so, the evaluation climate has been changing, with increased emphasis being placed on evaluations that closely examine outcomes for teachers and for students, using a broader range of data gathering techniques and more robust evaluation designs. Professional development programs intended to improve teacher skills, knowledge, and practices are central to current strategies for reforming public education systems. Despite widely held beliefs that professional development programs are essential, there is little data to substantiate the impacts that such experiences make. This chapter provides an overview of what evaluation studies have told us about the efficacy of professional development as a tool for change. (Contains 40 references.) (Author/MVL)
Anmerkungen	ERIC Clearinghouse for Science, Mathematics, and Environmental Education, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free); Fax: 614-292-0263; Web site: http://www.ericse.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01