Effectiveness of a Curricular and Professional Development Intervention at Improving Elementary Teachers' Science Content Knowledge and Student Achievement Outcomes: Year 1 Results

Autor/inn/en	Diamond, Brandon S.; Maerten-Rivera, Jaime; Rohrer, Rose Elizabeth; Lee, Okhee
Titel	Effectiveness of a Curricular and Professional Development Intervention at Improving Elementary Teachers' Science Content Knowledge and Student Achievement Outcomes: Year 1 Results
Quelle	In: Journal of Research in Science Teaching, 51 (2014) 5, S.635-658 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21148
Schlagwörter	Elementary School Teachers; Elementary School Students; Elementary School Curriculum; Faculty Development; Intervention; Knowledge Base for Teaching; Grade 5; Teacher Workshops; Program Effectiveness; Academic Achievement; Teacher Effectiveness; Science Tests; Scores; Questionnaires; Observation; Comparative Analysis + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching theory; Theory of teaching; Unterrichtstheorie; School year 05; 5. Schuljahr; Schuljahr 05; Schulleistung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Fragebogen; Beobachtung
Abstract	Teacher knowledge of science content is an important but under-studied construct. A curricular and professional development intervention consisting of a fifth grade science curriculum, teacher workshops, and school site support was studied to determine its effect on teachers' science content knowledge as measured by a science knowledge test, a questionnaire, and classroom observations. These three measures, along with college science courses taken, were then used to examine the effect of teachers' science content knowledge on student achievement outcomes. The intervention had a significant effect on the treatment group teachers' science knowledge test scores and questionnaire responses compared to the control group, but not on the classroom observation ratings. Teachers' scores on the science knowledge test were found to be the largest significant teacher-level predictor of student achievement outcomes regardless of participation in the intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10