Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development Paradigm

Autor/inn/en	Stachler, Wendi Mizer; Young, R. Brent; Borr, Mari
Titel	Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development Paradigm
Quelle	In: Journal of Agricultural Education, 54 (2013) 4, S.13-30 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Agricultural Education; Sustainability; Faculty Development; Academic Achievement; Vocational Education; Educational Change; Models; Science Education; Quasiexperimental Design; Pilot Projects; Experimental Groups; Control Groups; Behavior Change; Mixed Methods Research; Questionnaires; Interviews; Science Teachers; Teaching Methods; Integrated Curriculum; Data Analysis; North Dakota + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Nachhaltigkeit; Schulleistung; Berufsbildung; Bildungsreform; Analogiemodell; Naturwissenschaftliche Bildung; Pilot project; Modellversuch; Pilotprojekt; Fragebogen; Interviewing; Interviewtechnik; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Auswertung
Abstract	The purpose of this study was to describe the sustainability of professional development, specifically the teacher utilization of the Science-in-CTE pedagogical model and science-enhanced agricultural education lessons in curricula one year following the Science-in-CTE pilot study. This quasiexperimental study included 41 teachers (15 treatment agricultural education, 14 control agricultural education, and 12 science) who participated in seven days of professional development in the pilot study in 2009-2010. This study was a partial replication of the Math-in-CTE follow-up study and data were collected using a mixed methods approach. Quantitative data were obtained from online questionnaires and qualitative data were collected from personal and telephone interviews. Researchers found that a majority of the treatment agricultural education and science teachers voluntarily incorporated portions of the seven-element pedagogical model and 15 science-enhanced lessons into their curricula one year later. However, less than 30% of the control agricultural education teachers incorporated the method or materials from the pilot study into their curricula. Findings suggest that collaborative, extended professional development is sustainable and an effective method of integrating science content into agricultural education curricula to enhance student course achievement without reducing the intent of the agricultural education program. (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01