Search results for: Johnson Carla C.
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This longitudinal study of middle school science teachers examined the relationship between effective science instruction, as defined by the National Science Education Standards, and student achievement in science. 11 teachers participated in a three year study of teacher effectiveness, determined by the LSC Classroom Observation Protocol, and student achievement, which was assessed using the Discovery Inquiry Test in Science. This study provides justification for teaching science effectively to narrow achievement gaps in science.
Updated: Jul. 09, 2009
This study presents a model of Transformative Professional Development (TPD) for use in sustained, collaborative, professional development of teachers in urban middle school science. In this study, TPD was used to meet the needs of individual teachers and the collective needs of schools in reform efforts. The article focuses in the experiences of 8 teachers engaged in this process of professional growth, including their changes in practices and beliefs.
Updated: Jun. 15, 2009
Whole-School Collaborative Sustained Professional Development and Science Teacher Change: Signs of Progress
“How are science teachers implementing standards-based instruction while participating in effective professional development experiences?” Findings indicate that even with effective professional development, teachers implement standards-based instructional practices at varying levels, due to teacher beliefs, impact of beliefs and support from administrators on professional development.
Updated: Feb. 19, 2008