Literaturnachweis - Detailanzeige
| Autor/inn/en | Duffield, Stacy; Wageman, Justin; Hodge, Angela |
|---|---|
| Titel | Examining How Professional Development Impacted Teachers and Students of U.S. History Courses |
| Quelle | In: Journal of Social Studies Research, 37 (2013) 2, S.85-96 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0885-985X |
| DOI | 10.1016/j.jssr.2013.03.002 |
| Schlagwörter | Academic Achievement; Learner Engagement; Teaching Methods; United States History; Mixed Methods Research; History Instruction; College School Cooperation; Partnerships in Education; Knowledge Base for Teaching; Pedagogical Content Knowledge; Interviews; Teacher Attitudes; Educational Change; Classroom Techniques; Secondary School Teachers; Faculty Development |
| Abstract | A causal-comparative, mixed methods design was used to study a partnership between a university and school district formed with the goal of improving history teachers' United States history content knowledge to raise student engagement and achievement. Data were collected from middle and high school history teachers including teacher interviews, classroom observations, and student work. Student engagement surveys and academic performance data were also collected. Student academic performance was positively impacted and changes in classroom practice were found in the treatment group. However, differences in student engagement between groups were not found to be statistically significant. (Contains 11 tables and 1 figure.) (As Provided). |
| Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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