Effective Science Professional Development in a Small Appalachian School District

Autor/inn/en	White, Jacob; Hopkins, Robert, II; Shockley, Denise; Lewis, Marsha; Hutzel, Margaret; Crabtree, Deborah
Titel	Effective Science Professional Development in a Small Appalachian School District
Quelle	In: Research in the Schools, 25 (2018) 1, S.59-71 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-5300
Schlagwörter	Faculty Development; Rural Schools; Science Instruction; Elementary School Teachers; Middle School Teachers; Science Teachers; Program Effectiveness; Knowledge Level; Elementary School Students; Middle School Students; Economically Disadvantaged; Low Income Students; Pedagogical Content Knowledge + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Science; Science teacher; Wissenschaft; Wissensbasis; Student; Students; Schüler; Schülerin; Pädagogische Kompetenz
Abstract	This study describes a science professional development (PD) project within a small Appalachian school district involving all elementary and middle school science teachers. Teachers receiving PD demonstrated statistically significant gains in content knowledge from pre- to post-testing, with higher post-test scores compared with science teachers from a district who did not receive PD. Students of teachers who received PD generally demonstrated greater gains in content knowledge from pre- to post-testing when compared with students of science teachers from a district who did not receive PD. Economically disadvantaged students of science teachers who received PD demonstrated increases in content knowledge from pre- to post-testing, with greater gains in comparison with economically disadvantaged students of science teachers who did not receive PD. This mixed methods research study contributes to the limited knowledge base for science education research in rural schools. (As Provided).
Anmerkungen	Mid-South Educational Research Association (MSERA). Web site: http://www.msera.org/publications-rits.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01