Impact Results of the eMINTS Professional Development Validation Study: Professional Development Validation Study

Autor/inn/en	Meyers, Coby V.; Molefe, Ayrin; Brandt, W. Christopher; Zhu, Bo; Dhillon, Sonica
Titel	Impact Results of the eMINTS Professional Development Validation Study: Professional Development Validation Study
Quelle	In: Educational Evaluation and Policy Analysis, 38 (2016) 3, S.455-476 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373716638446
Schlagwörter	Program Evaluation; Faculty Development; Teaching Methods; Inquiry; Educational Technology; Technology Uses in Education; Rural Schools; Poverty; Control Groups; Experimental Groups; Comparative Analysis; Communities of Practice; Instructional Design; Grade 7; Grade 8; Communications; Program Effectiveness; Mathematics Achievement; Learner Engagement; Standardized Tests; Statistical Analysis; Student Characteristics; Teacher Surveys; Student Surveys; Observation; Statistical Significance; Missouri + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Armut; Community; Lesson concept; Lessonplan; Unterrichtsentwurf; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Nachrichtenwesen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Standadised tests; Standardisierter Test; Statistische Analyse; Schülerbefragung; Beobachtung
Abstract	This article presents the findings of an evaluation of the eMINTS (enhancing Missouri's Instructional Networked Teaching Strategies) professional development program. eMINTS is an intensive teacher professional development program designed to promote inquiry-based learning, support high-quality lesson design, build community among students and teachers, and create technology-rich learning environments. This evaluation included 60 high-poverty rural schools across Missouri that were randomly assigned to two treatment conditions and a control condition, with approximately 200 teachers and 3,000 students in the 2011-2012 baseline academic year. The researchers conclude that after 3 years, the eMINTS treatment group and an eMINTS treatment group with an additional year of Intel support resulted in changed teacher instructional behaviors and increased student achievement in mathematics. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01