scholarly journals How does a Next Generation Science Standard Aligned, Inquiry Based, Science Unit Impact Student Achievement of Science Practices and Student Science Efficacy in an Elementary Classroom?

2000 ◽  
Author(s):  
Kayla Whittington
Keyword(s):  
Student Achievement ◽  
Elementary Classroom ◽  
Next Generation ◽  
Science Practices ◽  
Science Efficacy ◽  
Science Standard ◽  
Generation Science Standard

scholarly journals Next Generation Science Standard in Science Learning to Improve Student’s Practice Skill

2019 ◽  
Vol 12 (1) ◽  
pp. 299-310 ◽  
Author(s):  
Eka Rachmawati ◽  
◽  
Anti Kolonial Prodjosantoso ◽  
Insih Wilujeng ◽  
◽  
...  
Keyword(s):  
Science Learning ◽  
Next Generation ◽  
Science Standard ◽  
Generation Science Standard

Examining the Contribution of a Professional Development Program to Elementary Classroom Teachers’ Content Knowledge and Student Achievement: The Case of Basketball

2020 ◽  
pp. 1-12
Author(s):  
Lambros Stefanou ◽  
Niki Tsangaridou ◽  
Charalambos Y. Charalambous ◽  
Leonidas Kyriakides
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Content Knowledge ◽  
Development Program ◽  
Elementary Classroom ◽  
Higher Learning ◽  
Classroom Teachers ◽  
Learning Gains ◽  
Multilevel Regression ◽  
Direct Measures

Purpose: Teacher content knowledge (CK) and its contribution to student achievement (SA) are understudied in physical education, especially concerning the examination of the effectiveness of professional development (PD) programs using direct measures of teachers’ CK and SA. To make progress in this research area, this study investigated the contribution of a content-focused PD program to teachers’ CK and SA in basketball, using direct measures thereof. Methods: A quasi-experimental design was utilized to examine the contribution of a PD program. The authors measured the CK of 52 elementary classroom teachers and their fifth or sixth grade students’ (n = 913) achievement in basketball before and after the PD program. The data were analyzed using unilevel and multilevel regression analyses. Results: Teachers who participated in the PD program exhibited higher learning gains in their CK; their students also exhibited higher learning gains. Discussion and Conclusion: The study findings suggest that PD programs focused on enhancing teachers’ CK might also support SA.

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