Optimizing Online Content Instruction for Effective Hybrid Teacher Professional Development Programs

Autor/inn/en	Clary, Renee M.; Dunne, James A.; Elder, Anastasia D.; Saebo, Svein; Beard, Debbie J.; Wax, Charles L.; Winter, Joshua; Tucker, Deborah L.
Titel	Optimizing Online Content Instruction for Effective Hybrid Teacher Professional Development Programs
Quelle	In: Journal of Science Teacher Education, 28 (2017) 6, S.507-521 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Clary, Renee M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2017.1379859
Schlagwörter	Faculty Development; Science Instruction; Pretests Posttests; Summer Programs; Middle School Teachers; Chemistry; Earth Science; Physics; Online Courses; Conventional Instruction; Pedagogical Content Knowledge; Science Tests; Educational Benefits; Program Effectiveness; Science Teachers + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sommerkurs; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Chemie; Earth sciences; Geowissenschaften; Physik; Online course; Online-Kurs; Pädagogische Kompetenz; Bildungsertrag; Science; Science teacher; Wissenschaft
Abstract	The Teacher Academy in the Natural Sciences (TANS) provided middle school (U.S. Grades 6-8) teachers (N = 81) with intensive professional development in chemistry, geosciences, and physics through 13 days of face-to-face instruction that was extended with 2 online science modules per discipline. Because we administered online module assessments before the summer academy (pretest), after the summer academy (Post 1), and after the online module was assigned (Post 2), we were able to analyze via dependent "t" tests the learning components contributed by the online module. Only 1 geosciences module resulted in significant gains after it was assigned. Other modules (2 physics, 1 geosciences) resulted in gains before module assignments, at the end of the 10-day summer academy. Although the 2 chemistry modules exhibited positive score increases, no significant gains were made. Calculated Pearson correlation coefficients revealed no association between participants' online access times and science content gains. This research documents benefits of hybrid teacher professional development programs and offers recommendations for their optimized effectiveness, including more consistent instructor/participant online access. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01