How Much Professional Development Is Needed to Effect Positive Gains in K-6 Student Achievement on High Stakes Science Tests?

Autor/inn/en	Shymansky, James A.; Wang, Tzu-Ling; Annetta, Leonard A.; Yore, Larry D.; Everett, Susan A.
Titel	How Much Professional Development Is Needed to Effect Positive Gains in K-6 Student Achievement on High Stakes Science Tests?
Quelle	In: International Journal of Science and Mathematics Education, 10 (2012) 1, S.1-19 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-010-9265-9
Schlagwörter	Educational Strategies; Primary Education; Language Arts; Teacher Participation; Science Tests; Workshops; Elementary School Teachers; Faculty Development; Professional Development; Teaching Methods; Rural Areas; Grade 6; Elementary Education; Regression (Statistics); Science Instruction; High Stakes Tests + Suchen Sie Ihr Suchwort? Lehrstrategie; Primarbereich; Sprachkultur; Lernwerkstatt; Schulung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Rural area; Ländlicher Raum; School year 06; 6. Schuljahr; Schuljahr 06; Elementarunterricht; Regression; Regressionsanalyse; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	This paper is a report of a study that examines the relationship between teacher participation in a multi-year, K-6 professional development effort and the "high stakes" science test scores of different student groups in 33 rural mid-west school districts in the USA. The professional development program involved 1,269 elementary school teachers and utilized regional summer workshops and distance delivery technologies to help the teachers learn science concepts, inquiry teaching strategies, and how to "adapt" science inquiry lessons to teach and reinforce skills in the language arts. Regression analyses revealed a significant positive relationship between the professional development hours experienced by teachers and student gains on high stakes test scores. But the analyses also suggest that primary grade teachers need less professional development than upper grade teachers on instructional strategies where the focus is on the integration of language arts and science inquiry. The implications for funding and implementing professional development projects are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10