Comparing the Effects of Analysis-of-Practice and Content-Based Professional Development on Teacher and Student Outcomes in Science

Autor/inn/en	Roth, Kathleen J.; Wilson, Christopher D.; Taylor, Joseph A.; Stuhlsatz, Molly A. M.; Hvidsten, Connie
Titel	Comparing the Effects of Analysis-of-Practice and Content-Based Professional Development on Teacher and Student Outcomes in Science
Quelle	In: American Educational Research Journal, 56 (2019) 4, S.1217-1253 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Roth, Kathleen J.) ORCID (Taylor, Joseph A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831218814759
Schlagwörter	Video Technology; Faculty Development; Science Instruction; Pedagogical Content Knowledge; Teaching Methods; Science Achievement; Outcomes of Education; Comparative Analysis; Correlation; Learning Processes; Models; Elementary School Teachers; Elementary School Students; Intervention; Program Descriptions; Course Content + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Korrelation; Learning process; Lernprozess; Analogiemodell; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Kursprogramm
Abstract	This study tests the influence of a video-based, analysis-of-practice professional development (PD) program on upper-elementary teachers' science content knowledge, pedagogical content knowledge, and teaching practice and on their students' achievement. Using a cluster-randomized experimental design, the study compares the outcomes for teachers in an analysis-of-practice program with those of teachers in a content-deepening program. Mediational analyses explore the relationship between teacher outcomes and student learning. In comparison with the content-deepening PD program, the analysis-of-practice PD program significantly impacted teachers' knowledge and practice. Mediation analyses revealed a strong relationship between teaching practice and student learning. The study advances the field beyond the currently accepted consensus model of effective PD toward an empirically tested model. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06