Beyond the professional development academy: Teachers' retention of discipline‐specific science content knowledge throughout a 3‐year mathematics and science partnership

The Teacher Academy in the Natural Sciences (TANS) provided middle school (U.S. Grades 6–8) teachers (N = 81) with intensive professional development (PD) in chemistry, geosciences, and physics, with teachers enrolled in one scientific discipline per year. Because some teachers were retained and rot...

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Veröffentlicht in:	School science and mathematics 2018-04, Vol.118 (3-4), p.75-83
Hauptverfasser:	Clary, Renee M., Elder, Anastasia, Dunne, James, Saebo, Svein, Beard, Debbie, Wax, Charles, Tucker, Deborah L.
Format:	Artikel
Sprache:	eng
Schlagworte:	Achievement Gains Chemistry content regression content retention Earth Science Faculty Development Grade 6 Mathematics Middle School Teachers Middle Schools Natural Sciences Organic Chemistry Pedagogical Content Knowledge Physics Professional Development Retention Retention (Psychology) School Holding Power Science Achievement science teacher education STEM education Summer Science Programs Teacher education teacher education‐in‐service teachers teacher science content Teachers
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Zusammenfassung:	The Teacher Academy in the Natural Sciences (TANS) provided middle school (U.S. Grades 6–8) teachers (N = 81) with intensive professional development (PD) in chemistry, geosciences, and physics, with teachers enrolled in one scientific discipline per year. Because some teachers were retained and rotated into different disciplines, the TANS program investigated retention of science content 1–2 years beyond an instructional year. All teacher participants exhibited significant gains (p
ISSN:	0036-6803 1949-8594
DOI:	10.1111/ssm.12267