Connecting the Dots from Professional Development to Student Learning

Autor/inn/en	Ellingson, Charlene L.; Edwards, Katherine; Roehrig, Gillian H.; Hoelscher, M. Clark; Haroldson, Rachelle A.; Dubinsky, Janet M.
Titel	Connecting the Dots from Professional Development to Student Learning
Quelle	In: CBE - Life Sciences Education, 20 (2021) 4, Artikel 57 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
Schlagwörter	Faculty Development; High School Teachers; Science Teachers; Biology; Science Curriculum; Curriculum Design; Curriculum Development; Inquiry; Neurosciences; Curriculum Implementation; Integrated Activities; Science Activities; Science Achievement; Outcomes of Education + Suchen Sie Ihr Suchwort? High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Biologie; Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Neuroscience; Neurowissenschaften; Neurowissenschaft; Integrierender Unterricht; Lernleistung; Schulerfolg
Abstract	Following professional development (PD), implementation of contemporary topics into high school biology requires teachers to make critical decisions regarding integration of novel content into existing course scope and sequence. Often exciting topics, such as neuroscience, do not perfectly align with standards. Despite commitment to enacting what was learned in the PD, teachers must adapt novel content to their perceptions of good teaching, local context, prior knowledge of their students, and state and district expectations. How teachers decide to integrate curricula encountered from PD programs may affect student outcomes. This mixed-methods study examined the relationship between curricular application strategies following an inquiry-based neuroscience PD and student learning. Post-PD curricular implementation was measured qualitatively through analysis of teacher action plans and classroom observations and quantitatively using hierarchical linear modeling to determine the impact of implementation on student performance. Participation in neuroscience PD predicted improved student learning compared with control teachers. Of the two distinct curricular implementation strategies, enacting a full unit produced significantly greater student learning than integrating neuroscience activities into existing biology units. Insights from this analysis should inform teacher implementation of new curricula after PD on other contemporary biology topics. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01