Urban School Reform Enabled by Transformative Professional Development: Impact on Teacher Change and Student Learning of Science

Autor/inn/en	Johnson, Carla C.; Fargo, Jamison D.
Titel	Urban School Reform Enabled by Transformative Professional Development: Impact on Teacher Change and Student Learning of Science
Quelle	In: Urban Education, 45 (2010) 1, S.4-29 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085909352073
Schlagwörter	Control Groups; Urban Schools; School Restructuring; Middle School Students; Intervention; Teacher Participation; Academic Achievement; Program Effectiveness; Educational Change; Science Teachers; Longitudinal Studies; Science Instruction; Teaching Methods; Outcomes of Education; Comparative Analysis; Summer Programs; Standards; Educational Improvement; Statistical Analysis; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schulreformplan; Schulumwandlung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schulleistung; Bildungsreform; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Sommerkurs; Standard; Teaching improvement; Unterrichtsentwicklung; Statistische Analyse; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	This longitudinal study of middle school science teachers explored if a teacher participation in the TPD program resulted in change in instructional practice as well as a significant increase in student learning. Four participating schools were matched and randomly assigned to intervention and control groups. Teacher and student outcomes were compared. Eight teachers from Bryce and Zion Middle Schools participated in the 2-week summer institute, followed by monthly release day professional development sessions focused on implementing instruction outlined in the National Science Education Standards. Student achievement was assessed using the pre- or postinstruments. Students of teachers at treatment schools experienced significantly larger gains than students at the control schools. TPD intervention teachers experienced increase in teaching effectiveness. Findings in this study revealed the positive impact that whole-school, sustained, collaborative, professional development programs have on improving teacher practice and student achievement at the school level. (Contains 6 figures and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10