The Cumulative and Residual Impact of a Systemic Reform Program on Teacher Change and Student Learning of Science

This longitudinal, five‐year study of teachers and students who had participated in a systemic reform program in science explored if (1) teacher change in practice realized during a three‐year program is sustained one, two, and three years following the program, (2) student performance on state scie...

Ausführliche Beschreibung

Gespeichert in:

Bibliographische Detailangaben
Veröffentlicht in:	School science and mathematics 2010-03, Vol.110 (3), p.144-159
Hauptverfasser:	Johnson, Carla, Fargo, Jamison, Kahle, Jane Butler
Format:	Artikel
Sprache:	eng
Schlagworte:	Academic Achievement Achievement Gains Achievement tests Cohort Analysis Comparative Testing Control Groups Educational Change Elementary school students Elementary school teachers Exit Examinations Experimental Groups Grade 10 Grade 6 Learning Longitudinal Studies Minority Groups Professional Development Program Effectiveness Racial Differences Science Course Improvement Projects Science education Science teachers Secondary School Science Secondary school students Student Evaluation Student Improvement Students Teacher education Teacher Effectiveness Teachers United States (Midwest)
Online-Zugang:	Volltext
Tags:	Tag hinzufügen Keine Tags, Fügen Sie den ersten Tag hinzu!

Schreiben Sie den ersten Kommentar!