The Critical Role of a Well-Articulated, Coherent Design in Professional Development: An Evaluation of a State-Wide Two-Week Program for Mathematics and Science Teachers

Autor/inn/en	Saderholm, Jon; Ronau, Robert N.; Rakes, Christopher R.; Bush, Sarah B.; Mohr-Schroeder, Margaret
Titel	The Critical Role of a Well-Articulated, Coherent Design in Professional Development: An Evaluation of a State-Wide Two-Week Program for Mathematics and Science Teachers
Quelle	In: Professional Development in Education, 43 (2017) 5, S.789-818 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2016.1251485
Schlagwörter	Articulation (Education); Program Design; Faculty Development; Program Evaluation; Mathematics Teachers; Science Teachers; Educational Practices; Alignment (Education); Common Core State Standards; Mixed Methods Research; Observation; Interviews; Focus Groups; Teacher Surveys; Teaching Experience; Program Implementation; Pedagogical Content Knowledge; Data Analysis; Rating Scales; Florida + Suchen Sie Ihr Suchwort? Articulation; Artikulation (Ling); Artikulation; Aussprache; Programme design; Programmaufbau; Programmplanung; Programme evaluation; Programmevaluation; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Bildungspraxis; Common core curriculum; Curriculum; Kerncurriculum; Beobachtung; Interviewing; Interviewtechnik; Pädagogische Kompetenz; Auswertung; Rating-Skala
Abstract	This evaluation study examined a state-wide professional development program composed of two institutes, one for mathematics teachers and one for science teachers, each spanning two weeks. The program was designed to help teachers transform their practice to align with Common Core State Standards for Mathematics and Next Generation Science Standards. Data from this mixed-methods design consisted of observations, interviews, focus groups, institute documents and participant surveys. Participants experienced inquiry-based, content-specific, focused grade-band sessions, yet in some ways results indicated that the experiences fell short of having a potentially transformative effect on classroom teaching. The evaluation used a professional development framework to analyze how a seemingly well-designed program became disconnected from the participants' classroom teaching experience. Recommendations focus on ways for policy-makers, school leaders and professional development facilitators to use the professional development framework to bridge gaps identified by the evaluation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01