Curriculum‐based teacher professional development in middle school science: A comparison of training focused on cognitive science principles versus content knowledge
This study investigates, through a cluster‐randomized trial, the effectiveness of two approaches to increasing middle school students’ science learning using a traditional science curriculum. Ninety schools were randomly assigned into one of three arms: (a) a treatment arm in which the textbook curr...
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| Veröffentlicht in: | Journal of research in science teaching 2020-04, Vol.57 (4), p.536-566 |
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| container_title | Journal of research in science teaching |
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| creator | Yang, Rui Porter, Andrew C. Massey, Christine M. Merlino, Joseph F. Desimone, Laura M. |
| description | This study investigates, through a cluster‐randomized trial, the effectiveness of two approaches to increasing middle school students’ science learning using a traditional science curriculum. Ninety schools were randomly assigned into one of three arms: (a) a treatment arm in which the textbook curriculum was modified based on four principles of cognitive science coupled with teacher professional development (PD), (b) a second treatment arm in which teachers received PD designed to improve their knowledge of the science content, and (c) a business‐as‐usual control group. The PD was able to change teacher practice but barely improved teacher knowledge. No significant boost in student achievement was observed, except in a few instances, where there were some promising findings. Exploratory analyses were conducted to examine what makes the interventions more effective. Implications for future research were discussed. |
| doi_str_mv | 10.1002/tea.21605 |
| format | Article |
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Implications for future research were discussed.</description><subject>Cognitive Science</subject><subject>Curricula</subject><subject>Curriculum Design</subject><subject>Faculty Development</subject><subject>Instructional Effectiveness</subject><subject>middle school science</subject><subject>Middle School Students</subject><subject>Middle School Teachers</subject><subject>Middle schools</subject><subject>Pedagogical Content Knowledge</subject><subject>Professional development</subject><subject>randomized controlled trial</subject><subject>Science</subject><subject>Science Achievement</subject><subject>Science Curriculum</subject><subject>Science Instruction</subject><subject>Science Teachers</subject><subject>Secondary School Science</subject><subject>student achievement</subject><subject>teacher content knowledge</subject><subject>teacher professional development</subject><subject>Teachers</subject><subject>Teaching Methods</subject><issn>0022-4308</issn><issn>1098-2736</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2020</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><recordid>eNp1kcFOGzEQhq2qlZoCBx4AyVJPPSzY610721sUBVqExIWeV449Thy8dmrvJsqNR-hb8F48CU639MZppPm_-UfzD0LnlFxSQsqrHuRlSTmpP6AJJc20KAXjH9Eka2VRMTL9jL6ktCGEsIY2E_Q8H2K0anBD9_L0ZykTaJw91Boi3sZgICUbvHRYww5c2Hbge2w97qzWDnBS6xBcLha8gu94hlXotjLaFDwOBvdRWm_9CpughqN3bquw8ra3O3gby4usV3brIOEdxDSkzPj-uOnRh70DvYJT9MlIl-DsXz1Bv64XD_Mfxd39zc_57K5QjDZ1UcuGNSBATEXJFK9qsVwKLnVjGmHUlGgDmi1pJQw1mkjNBRFclVJrwoiSgp2gr6NvPv73AKlvN2GIOYDUlkzUleCiZpn6NlIqhpQimDaf0Ml4aClpj39oc4bt3z9k9mJkIef8n1vc0rLiNeVZvxr1vXVweN-ofVjMRsdX8fqZFw</recordid><startdate>202004</startdate><enddate>202004</enddate><creator>Yang, Rui</creator><creator>Porter, Andrew C.</creator><creator>Massey, Christine M.</creator><creator>Merlino, Joseph F.</creator><creator>Desimone, Laura M.</creator><general>John Wiley & Sons, Inc</general><general>Wiley-Blackwell</general><general>Wiley Subscription Services, Inc</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><orcidid>https://orcid.org/0000-0001-7167-297X</orcidid></search><sort><creationdate>202004</creationdate><title>Curriculum‐based teacher professional development in middle school science: A comparison of training focused on cognitive science principles versus content knowledge</title><author>Yang, Rui ; 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| ispartof | Journal of research in science teaching, 2020-04, Vol.57 (4), p.536-566 |
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| language | eng |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); Education Source; Wiley Online Library Journals Frontfile Complete |
| subjects | Cognitive Science Curricula Curriculum Design Faculty Development Instructional Effectiveness middle school science Middle School Students Middle School Teachers Middle schools Pedagogical Content Knowledge Professional development randomized controlled trial Science Science Achievement Science Curriculum Science Instruction Science Teachers Secondary School Science student achievement teacher content knowledge teacher professional development Teachers Teaching Methods |
| title | Curriculum‐based teacher professional development in middle school science: A comparison of training focused on cognitive science principles versus content knowledge |
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