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AutorenZakharov, Wei; Strobel, Johannes; Diefes-Dux, Heidi A.
TitelTeacher Level Factors and Student Achievement in a Cyber-Enabled Engineering Education Professional Development Program
QuelleIn: International Journal of Research in Education and Science, 6 (2020) 1, S.48-60 (14 Seiten)
PDF als Volltext    Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN2148-9955
SchlagwörterAcademic Achievement; Engineering Education; Faculty Development; Social Capital; Program Effectiveness; Science Education; Elementary School Students; Elementary School Teachers; Grade 2; Grade 3; Grade 4; Elementary School Science; Outcomes of Education
AbstractThis study investigates the impact of an elementary engineering education teacher professional development program on student learning. The results show a significant increase in students' knowledge in science from pre- to post-test as well as in engineering design from grade two to grade four. Further, the study uses multilevel modeling to quantitatively analyze the impact of differences among teachers on the engineering design achievement of their students. Different predictive relationships between demographic and social capital factors at the teacher level and student achievement are identified and implications for educational policymaking and practices are discussed. (As Provided).
AnmerkungenInternational Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail: ijresoffice@gmail.com; Web site: http://www.ijres.net
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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