Effective Science Professional Development in a Small Appalachian School District
This study describes a science professional development (PD) project within a small Appalachian school district involving all elementary and middle school science teachers. Teachers receiving PD demonstrated statistically significant gains in content knowledge from pre- to post-testing, with higher...
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| Veröffentlicht in: | Research in the schools 2018-04, Vol.25 (1), p.59-71 |
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| container_title | Research in the schools |
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| creator | White, Jacob Hopkins, Robert, II Shockley, Denise Lewis, Marsha Hutzel, Margaret Crabtree, Deborah |
| description | This study describes a science professional development (PD) project within a small Appalachian school district involving all elementary and middle school science teachers. Teachers receiving PD demonstrated statistically significant gains in content knowledge from pre- to post-testing, with higher post-test scores compared with science teachers from a district who did not receive PD. Students of teachers who received PD generally demonstrated greater gains in content knowledge from pre- to post-testing when compared with students of science teachers from a district who did not receive PD. Economically disadvantaged students of science teachers who received PD demonstrated increases in content knowledge from pre- to post-testing, with greater gains in comparison with economically disadvantaged students of science teachers who did not receive PD. This mixed methods research study contributes to the limited knowledge base for science education research in rural schools. |
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Teachers receiving PD demonstrated statistically significant gains in content knowledge from pre- to post-testing, with higher post-test scores compared with science teachers from a district who did not receive PD. Students of teachers who received PD generally demonstrated greater gains in content knowledge from pre- to post-testing when compared with students of science teachers from a district who did not receive PD. Economically disadvantaged students of science teachers who received PD demonstrated increases in content knowledge from pre- to post-testing, with greater gains in comparison with economically disadvantaged students of science teachers who did not receive PD. 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Teachers receiving PD demonstrated statistically significant gains in content knowledge from pre- to post-testing, with higher post-test scores compared with science teachers from a district who did not receive PD. Students of teachers who received PD generally demonstrated greater gains in content knowledge from pre- to post-testing when compared with students of science teachers from a district who did not receive PD. Economically disadvantaged students of science teachers who received PD demonstrated increases in content knowledge from pre- to post-testing, with greater gains in comparison with economically disadvantaged students of science teachers who did not receive PD. This mixed methods research study contributes to the limited knowledge base for science education research in rural schools.</abstract><cop>Jacksonville</cop><pub>Mid-South Educational Research Association (MSERA)</pub><tpages>13</tpages></addata></record> |
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| ispartof | Research in the schools, 2018-04, Vol.25 (1), p.59-71 |
| issn | 1085-5300 |
| language | eng |
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| source | Education Source |
| subjects | Economically Disadvantaged Educational Change Educational Research Elementary School Students Elementary School Teachers Faculty Development Knowledge Level Learning Low Income Students Middle School Students Middle School Teachers Pedagogical Content Knowledge Professional development Program Effectiveness Rural Schools Science Education Science Instruction Science Teachers Students Teachers Urban Schools |
| title | Effective Science Professional Development in a Small Appalachian School District |
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