Search results for: Lumpe Andrew T.
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The primary purpose of this study was to measure important characteristics of professional development that may influence its effectiveness. The second purpose was to determine if any of the characteristics of effective professional development predicted teachers’ use of new knowledge/skills. The results reveal that the professional development instrument appears to be a viable tool for capturing teacher perceptions about characteristics of professional development. The instrument could provide information for state and district leadership about the quality of teachers’ professional development.
Updated: May. 29, 2017
The Influence of an Extensive Inquiry-Based Field Experience on Pre-Service Elementary Student Teachers’ Science Teaching Beliefs
This study investigated the effects of an extensive inquiry-based field experience on pre service elementary teachers’ personal agency beliefs, a composite measure of context beliefs and capability beliefs related to teaching science. The research combined quantitative and qualitative approaches. It also included an experimental group that utilized the inquiry method and a control group that used traditional teaching methods.
Updated: Jul. 08, 2009
A change in theories regarding school achievement moved away from the traditional thought that student background variables are the strongest predictors of the students' success or failure. Citing more current research studies, it has become quite evident that teacher effectiveness has been identified as the major factor predicting student academic progress. If teacher quality makes a difference in student learning, then teacher professional development programs should be focused on effective strategies.
Updated: Feb. 17, 2008