scholarly journals Teaching aquatic science as inquiry through professional development: Teacher characteristics and student outcomes

2017 ◽  
Vol 54 (9) ◽  
pp. 1219-1245 ◽  
Author(s):  
Kanesa Duncan Seraphin ◽  
George M. Harrison ◽  
Joanna Philippoff ◽  
Paul R. Brandon ◽  
Thanh Truc T. Nguyen ◽  
...  
Keyword(s):  
Professional Development ◽  
Student Outcomes ◽  
Teacher Characteristics ◽  
Science As Inquiry ◽  
Aquatic Science

After the Race to the Top: State and District Capacity to Sustain Professional Development Innovation in Florida

2021 ◽  
pp. 089590482110156
Author(s):  
Motoko Akiba ◽  
Cassandra Howard
Keyword(s):  
Professional Development ◽  
Lesson Study ◽  
Student Outcomes ◽  
Instructional System ◽  
Implementation Fidelity ◽  
Race To The Top ◽  
Mixed Methods Study ◽  
Policy Implications ◽  
Federally Funded ◽  
Strategic Adaptation

The Race to the Top (RTTT) program incentivized states to use innovation for systemwide improvement of student outcomes, but little is known about how RTTT-funded innovation was sustained after the RTTT program ended. This mixed-methods study examined state and district approaches to sustaining an international innovation called lesson study, a teacher-driven, collaborative, inquiry-based teacher learning process imported from Japan and promoted statewide in Florida. While the state’s role in sustaining lesson study was limited, we found that districts that integrated lesson study into the district instructional system through a clear expectation and strategic adaptation, supported school and teacher ownership of lesson study practice, and provided necessary support and funding were more likely to sustain lesson study. In contrast, the districts that focused on implementation fidelity and district-led facilitation eventually phased out lesson study. Policy implications for sustaining federally funded professional development innovations are discussed.

scholarly journals Teachers’ Sense of Efficacy: A Challenge for Professional Development Toward Teaching Science as Inquiry

2019 ◽  
Vol 30 (4) ◽  
pp. 274-283
Author(s):  
Kumudu Seneviratne ◽  
◽  
Junainah Abd Hamid ◽  
Ali Khatibi ◽  
Ferdous Azam ◽  
...  
Keyword(s):  
Professional Development ◽  
Teaching Science ◽  
Sense Of Efficacy ◽  
Science As Inquiry

scholarly journals Professor–Student Rapport and Perceived Autonomy Support as Predictors of Course and Student Outcomes

2018 ◽  
Vol 46 (1) ◽  
pp. 22-33 ◽  
Author(s):  
Melikşah Demir ◽  
Shelby Burton ◽  
Nora Dunbar
Keyword(s):  
Professional Development ◽  
Student Success ◽  
Student Outcomes ◽  
Autonomy Support ◽  
Psychology Students ◽  
Final Grade ◽  
Unique Variance ◽  
Undergraduate Psychology ◽  
Survey Responses ◽  
Perceived Autonomy Support

Two robust predictors of student success, rapport, and autonomy support were assessed to determine which had a greater impact on course and student outcomes. Survey responses from undergraduate psychology students ( n = 412) were collected. Together, rapport and autonomy support explained substantial variance in professor effectiveness ( R2 = .72), perception of the course ( R2 = .49), and perceived amount learned ( R2 = .27). However, rapport accounted for more unique variance than autonomy support. To a lesser degree, these predictors explained variability in expected ( R2 = .07) and actual ( R2 = .04) final grade, and absences ( R2 = .04). Autonomy support was the only significant predictor of grades. Providing professional development opportunities to professors to enhance rapport and autonomy support may improve student success.

Teacher Characteristics and Student Learning in Mathematics: A Comprehensive Assessment

2018 ◽  
Vol 33 (7) ◽  
pp. 1103-1134 ◽  
Author(s):  
Heather C. Hill ◽  
Charalambos Y. Charalambous ◽  
Mark J. Chin
Keyword(s):  
Student Learning ◽  
Mathematics Teachers ◽  
Student Outcomes ◽  
Past Research ◽  
Teacher Characteristics ◽  
Comprehensive Assessment ◽  
Fifth Grade ◽  
Methods Courses ◽  
And Training

Diverse stakeholders have an interest in understanding how teacher characteristics—their preparation and experience, knowledge, and mind-sets and habits—relate to students’ outcomes in mathematics. Past research has extensively explored this issue but often examined each characteristic in isolation. Drawing on data from roughly 300 fourth- and fifth-grade teachers, we attend to multiple teacher characteristics and find that experience, knowledge, effort invested in noninstructional activities, and participation in mathematics content/methods courses predict student outcomes. We also find imbalances in key teacher characteristics across student populations. We discuss the implications of these findings for hiring and training mathematics teachers.

Dividing by Zero: Exploring Null Results in a Mathematics Professional Development Program

2018 ◽  
Vol 120 (6) ◽  
pp. 1-42
Author(s):  
Heather C. Hill ◽  
Douglas Lyman Corey ◽  
Robin T. Jacob
Keyword(s):  
Professional Development ◽  
Student Outcomes ◽  
Large Fraction ◽  
Research Question ◽  
Development Program ◽  
Cluster Randomized Trial ◽  
Professional Development Program ◽  
Multiple Sources ◽  
Null Results

Background/Context Since 2002, U.S. federal funding for educational research has favored the development and rigorous testing of interventions designed to improve student outcomes. However, recent reviews suggest that a large fraction of the programs developed and rigorously tested in the past decade have shown null results on student outcomes and, often, intermediate variables. Scholars reporting on null results often explain such results by citing factors they informally identified while they either delivered or observed the program. Purpose/Objective/Research Question/Focus of Study In this paper, we argue for a more systematic approach to examining null results, and develop a framework for evaluating null results based on the policy implementation literature. We then illustrate this approach by examining why one professional development program failed to show impacts on measures of teaching and student learning in a recent study. Setting The professional development program took place in a mid-sized urban school district on the East Coast. The provider was fully scaled up, capable of providing professional development in most U.S. locations. Research Design The main study of this program was conducted as a cluster randomized trial with 105 teachers in 18 schools. Here, we engage in a qualitative case study, using multiple sources of evidence to assess the likelihood that specific reasons for null results are valid. Data Collection and Analysis The case study sources of evidence include observations of professional development; teacher surveys and logs; transcribed videos of teachers’ mathematics instruction; and teacher interviews. Findings/Results Our analysis suggested that null impacts could result from district priorities and instructional guidance that compete with professional development goals; weaknesses in the intervention as well as its fit to teachers’ needs; and the difficulty of implementing ambitious instructional practice. Conclusions/Recommendations Our findings suggest the need for further elaboration of the null-results framework. They also suggest that professional development providers consider both (a) both the organizations in which programs operate and (b) fit of the program to teachers’ needs as potential barriers to success.

scholarly journals Effects of a Computerized Professional Development Program on Teacher and Student Outcomes

2010 ◽  
Vol 61 (4) ◽  
pp. 302-312 ◽  
Author(s):  
Joseph B. Fisher ◽  
Jean B. Schumaker ◽  
John Culbertson ◽  
Donald D. Deshler
Keyword(s):  
Professional Development ◽  
Student Outcomes ◽  
Development Program ◽  
Professional Development Program
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