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
Hauptverfasser:	Yang, Rui, Porter, Andrew C., Massey, Christine M., Merlino, Joseph F., Desimone, Laura M.
Format:	Artikel
Sprache:	eng
Schlagworte:	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
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