An Efficacy Trial of Research-Based Curriculum Materials with Curriculum-Based Professional Development

Autor/inn/en	Taylor, Joseph A.; Getty, Stephen R.; Kowalski, Susan M.; Wilson, Christopher D.; Carlson, Janet; Van Scotter, Pamela
Titel	An Efficacy Trial of Research-Based Curriculum Materials with Curriculum-Based Professional Development
Quelle	In: American Educational Research Journal, 52 (2015) 5, S.984-1017 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831215585962
Schlagwörter	Instructional Materials; Instructional Effectiveness; High School Students; Science Instruction; Intervention; Interdisciplinary Approach; Secondary School Science; Faculty Development; Secondary School Teachers; Science Achievement; Constructivism (Learning); Inquiry; Active Learning; Comparative Analysis; Pretests Posttests; Observation; Washington + Suchen Sie Ihr Suchwort? Lehrmaterial; Lehrmittel; Unterrichtsmedien; Unterrichtserfolg; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Aktives Lernen; Beobachtung
Abstract	This study examined the efficacy of a curriculum-based intervention for high school science students. Specifically, the intervention was two years of research-based, multidisciplinary curriculum materials for science supported by comprehensive professional development for teachers that focused on those materials. A modest positive effect was detected when comparing outcomes from this intervention to those of business-as-usual materials and professional development. However, this effect was typical for interventions at this grade span that are tested using a state achievement test. Tests of mediation suggest a large treatment effect on teachers and in turn a strong effect of teacher practice on student achievement--reinforcing the hypothesized key role of teacher practice. Tests of moderation indicate no significant treatment by demographic interactions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01