The impact of science content and professional learning communities on science teaching efficacy and standards-based instruction

This study examines the impact of standards‐based professional development on teacher efficacy and instructional practice of elementary and middle school science teachers. Professional development activities were conducted over a period of 3 years and included content courses as well as teacher invo...

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Veröffentlicht in:	Journal of research in science teaching 2011-05, Vol.48 (5), p.534-551
Hauptverfasser:	Lakshmanan, Aruna, Heath, Barbara P., Perlmutter, Aaron, Elder, Michael
Format:	Artikel
Sprache:	eng
Schlagworte:	Collaboration Correlation Educational Practices Efficacy Evaluation Methods Faculty Development Inquiry Learning Mathematics Education National Standards Observation outcome expectancy Partnerships in Education Professional Development professional learning communities Science Education Science Teachers science teaching Self Efficacy Selfefficacy teacher beliefs Teacher Effectiveness teacher self-efficacy Teaching Teaching Methods Teaching Models
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