AP® Professional Development in Florida: Effects on AP Exam Participation. Research Notes. RN-27

Autor/inn/en	Patterson, Brian; Laitusis, Vytas
Institution	College Board, Office of Research and Analysis
Titel	AP® Professional Development in Florida: Effects on AP Exam Participation. Research Notes. RN-27
Quelle	(2006), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Advanced Placement Programs; Professional Development; Program Effectiveness; College Entrance Examinations; Workshops; Summer Programs; Public Schools; Data Analysis; Regression (Statistics); Florida + Suchen Sie Ihr Suchwort? Aufnahmeprüfung; Lernwerkstatt; Schulung; Sommerkurs; Public school; Öffentliche Schule; Auswertung; Regression; Regressionsanalyse
Abstract	Continuing professional development is an important activity for most teachers in the K-12 system, and it is even required of some teachers in order to maintain certification (Maldonado, 2002). Professional development programs are predicated on the assumption that the teachers who receive the training will in turn positively affect student outcomes. An integral part of any professional development program is an evaluation of the program's effectiveness. The importance of this evaluation component is grounded in the need to understand if the program is meeting its stated objectives and to make recommendations for subsequent improvements. Although preliminary, some encouraging work has explored the link between professional development participation and student outcomes in the College Board's Advanced Placement Program® (AP®). In a study that investigated the effects of AP Vertical Teams® training (College Board, 2002), some modest effects with regard to increased minority participation in AP Exams were reported. The modest nature of these results was attributed partially to varying levels of Vertical Team implementation. However, the study also highlights the importance of a continuing program of training marked by follow-up activity and teacher acculturation to the program. In a more recent study conducted in Florida and summarized in this Research Note, a connection is made between teacher participation in AP professional development and levels of student participation in AP Examinations. (ERIC).
Anmerkungen	College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01