Teachers Using a Novel Curriculum on an Introduction to Newtonian Mechanics: The Effects of a Short-Term Professional Development Program

References

• Allen, J. P., Hafen, C. A., Gregory, A. C., Mikami, A. Y., & Pianta, R. (2015). Enhancing secondary school instruction and student achievement: Replication and extension of the ‘My teaching partner-secondary intervention’. Journal of Research on Educational Effectiveness, 8(4), 475–489. doi:10.1080/19345747.2015.1017680
   PubMed Web of Science ®Google Scholar
• Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16–25. doi:10.3102/0013189X11428813
   Web of Science ®Google Scholar
• Ball, D. L., & Cohen, D. K. (1996). Reform by the book: What is – Or might be – The role of curriculum materials in teacher learning and instructional reform? Educational Researcher, 25(9), 6–8, 14.
   Google Scholar
• Barab, S., & Squire, K. (2004). Design-based research: Putting a stake in the ground. The Journal of Learning Sciences, 13(1), 1–14. doi:10.1207/s15327809jls1301_1
   Web of Science ®Google Scholar
• Blank, R. K., & de Las Alas, N. (2009). Effects of teacher professional development on gains of student achievement: How meta analysis provides scientific evidence useful to education leaders. Washington, D.C.: Council of Chief State School Officers.
   Google Scholar
• Broad, K., & Evans, M. (2006). A review of literature on professional development content and delivery modes for experienced teachers. Ontario: Ministry of Education. Prepared for the Ontario Ministry of Education, University of Toronto, Ontario Institute for Studies in Education, Toronto, Canada.
   Google Scholar
• Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141–178. doi:10.1207/s15327809jls0202_2
   Google Scholar
• Clarke, D. M., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18, 947–967. doi:10.1016/S0742-051X(02)00053-7
   Web of Science ®Google Scholar
• Coenders, F., & Terlouw, C. (2015). A model for in-service teacher learning in the context of an innovation. Journal of Science Teacher Education, 26(5), 451–470. doi:10.1007/s10972-015-9432-5
   Web of Science ®Google Scholar
• Collins, A. (1992). Towards a design science of education. In E. Scanlon & T. O’Shea (Eds.), New directions in educational technology (pp. 15–22). Berlin, Germany: Springer.
   Google Scholar
• Cotton, D. R. E. (2006). Implementing curriculum guidance on environmental education: The importance of teachers’ beliefs. Journal of Curriculum Studies, 38, 67–83. doi:10.1080/00220270500038644
   Web of Science ®Google Scholar
• Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute.
   Google Scholar
• Davis, K. S. (2003). “Change is hard”: What science teachers are telling us about reform and teacher learning of innovative practices. Science Education, 87, 3–20. doi:10.1002/sce.10037
   Web of Science ®Google Scholar
• Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. doi:10.3102/0013189X08331140
   Web of Science ®Google Scholar
• diSessa, A. (1993). Toward an epistemology of physics. Cognition and Instruction, 10, 105–225. doi:10.1080/07370008.1985.9649008
   Web of Science ®Google Scholar
• Doyle, W., & Ponder, G. A. (1977). The practicality ethic in teacher decision making. Interchange, 3, 1–25. doi:10.1007/BF01189290
   Google Scholar
• Duffee, L., & Aikenhead, G. (1992). Curriculum change, student evaluation, and teacher practical knowledge. Science Education, 76, 493–506. doi:10.1002/(ISSN)1098-237X
   Web of Science ®Google Scholar
• Fischer, F., Waibel, M., & Wecker, C. (2005). Nutzenorientierte Grundlagenforschung im Bildungsbereich: Argumente einer internationalen Diskussion. Zeitschrift für Erziehungswissenschaften, 8(3), 427–442. doi:10.1007/s11618-005-0149-7
   Google Scholar
• Fullan, M. G. (2007). The new meaning of educational change. New York, NY: Teachers College Press.
   Google Scholar
• Gallagher, H. A., Arshan, N. L., & Woodworth, K. R. (2017). Impact of the national writing project’s ‘college-ready writers program’ in high-need rural districts. Journal of Research on Educational Effectiveness, 10(3), 570–595.
   Web of Science ®Google Scholar
• Garet, M. S., Cronen, S., Eaton, M., Kurki, A., Ludwig, M., Jones, W., … Silverberg, M. (2008). The impact of two professional development interventions on early reading instruction and achievement. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Educational Science, US Department of Education, NCEE.
   Google Scholar
• Garet, M. S., Porter, A. C., Desimone, L. M., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945. doi:10.3102/00028312038004915
   Web of Science ®Google Scholar
• Garet, M. S., Wayne, A. J., Stancavage, F., Taylor, J., Eaton, M., Walters, K., … Warner, E. (2011). Middle school mathematics professional development impact study, findings after the second year of implementation. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Educational Science, US Department of Education, NCEE.
   Google Scholar
• Garet, M. S., Wayne, A. J., Stancavage, F., Taylor, J., Walters, K., Song, M., … Warner, E. (2010). Middle school mathematics professional development impact study, findings after the first year of implementation. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Educational Science, US Department of Education, NCEE.
   Google Scholar
• Goodall, J., Day, C., Lindsay, G., Muijs, D., & Harris, A. (2005). Evaluating the impact of continuing professional development (CPD). London, UK: DfES.
   Google Scholar
• Guskey, T. R. (1986). Staff development and the process of teacher change. American Educational Research Journal, 15(5), 5–12.
   Google Scholar
• Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Hair, J., Anderson, R., Tatham, R., & Black, W. (2006). Multivariate data analysis. Upper Saddle River, NJ: Pearson/Prentice Hall, Inc.
   Google Scholar
• Harris, D. N., & Sass, T. R. (2011). Teacher training, teacher quality and student achievement. Journal of Public Economics, 95(7), 798–812. doi:10.1016/j.jpubeco.2010.11.009
   Web of Science ®Google Scholar
• Heller, K. A., & Perleth, C. (2000). KFT 4-12+R - Kognitiver Fähigkeits-Test für 4. bis 12. Klassen, Revision. Göttingen, Germany: Beltz.
   Google Scholar
• Helmke, A. (1992). Determinanten der Schulleistung: Forschungsstand und Forschungsdefizit. In G. Nold (Ed.), Lernbedingungen und Lernstrategien (pp. 23–34). Thübigen, Germany: Gunter Narr Verlag.
   Google Scholar
• Hopf, M., & Wiesner, H. (2007). Paradigmen für physikdidaktische Forschung – ein Rück- und Ausblick: Physikdidaktik und Design-Based Research. In St. Kolling (Ed.), Beiträge zur Experimentalphysik, Didaktik und computergestützten Physik, Festschrift zum 70. Geburtstag von Prof. Dr. Hans-Josef Pratt (pp. 37–57). Berlin: Logos.
   Google Scholar
• Jacob, B. A., & Lefgren, L. (2004). The impact of teacher training on students achievement: Quasi experimental evidence from school reform efforts in Chicago. Journal of Human Resources, 39(1), 50–79. doi:10.2307/3559005
   Web of Science ®Google Scholar
• Jung, W. (1980). Mechanik für die Sekundarstufe I. Berlin und München, Germany: Moritz Diesterweg.
   Google Scholar
• Jung, W., Wiesner, H., & Engelhardt, P. (1981). Vorstellungen von Schülern über Begriffe der Newton‘schen Mechanik: Empirische Untersuchung und Ansätze zu didaktisch-methodischen Folgerungen. Bad Salzdetfurth: Verlag Barbara Franzbecker.
   Google Scholar
• Kao, C.-P., Wu, Y.-T., & Tsai, -C.-C. (2011). Elementary school teachers’ motivation toward web-based professional development, and the relationship with internet self-efficacy and belief about we-based learning. Teaching and Teacher Education, 27(2), 406–415. doi:10.1016/j.tate.2010.09.010
   Web of Science ®Google Scholar
• Kennedy, M. (1998). Form and substance of in-service teacher education (Research Monograph No. 13). National Institute for Science Education, University of Wisconsin–Madison, Madison, WI, USA.
   Google Scholar
• Kleickmann, T., Trobst, S., Jonen, A., Vehmeyer, J., & Moller, K. (2016). The effects of expert scaffolding in elementary science professional development on teachers’ beliefs and motivations, instructional practices, and student achievement. Journal of Educational Psychology, 108(1), 21–42. doi:10.1037/edu0000041
   Web of Science ®Google Scholar
• Kutaka, T. S., Smith, W. M., Albano, A. D., Edwards, C. P., Ren, L., Beattie, H. L., … Stroup, W. W. (2017). Connecting teacher professional development and student mathematics achievement: A four-year study of an elementary mathematics specialist program. Journal of Teacher Education, 68(2), 140–154. doi:10.1177/0022487116687551
   Web of Science ®Google Scholar
• Leikin, R. (2006). Learning by teaching: The case of Sieve of Eratosthenes and one elementary school teacher. In R. Zazkis & S. Campbell (Eds.), Number theory in mathematics education: Perspectives and prospects (pp. 115–140). Mahwah, NJ: Erlbaum.
   Google Scholar
• Lipowsky, F. (2010). Lernen im Beruf – Empirische Befunde zur Wirksamkeit von Lehrerfortbildung. In F. Müller, A. Eichenberger, M. Lüders, & J. Mayr (Eds.), Lehrerinnen und Lehrer lernen – Konzepte und Befunde zur Lehrerfortbildung (pp. 51–72). Münster, Germany: Waxmann.
   Google Scholar
• Lipowsky, F., & Rzejak, D. (2015). Key features of effective professional development programs for teachers. Ricercazione, 7(2), 27–51.
   Google Scholar
• Loucks-Horsley, S., Katherine, E., & Peter, S. W. (2003). Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Loucks-Horsley, S., & Matsumoto, C. (1999). Research on professional development for teachers of mathematics and science: The state of the scene. School Science and Mathematics, 99(5), 258–271. doi:10.1111/ssm.1999.99.issue-5
   Google Scholar
• May, H., Sirinides, P., Gray, A., & Goldsworthy, H. (2016). Reading recovery: An evaluation of the ‘four-year i3 scale-up’. Philadelphia, PA: Consortium for Policy Research in Education.
   Google Scholar
• Meissel, K., Parr, J. M., & Timperley, H. S. (2016). Can professional development of teachers reduce disparity in student achievement? Teaching and Teacher Education, 58, 163–173. doi:10.1016/j.tate.2016.05.013
   Web of Science ®Google Scholar
• Meyers, C. V., Molefe, A., Brandt, W. C., Zhu, B., & Dhillon, S. (2016). Impact results of the eMINTS professional development validation study. Educational Evaluation and Policy Analysis, 38(3), 455–476. doi:10.3102/0162373716638446
   Web of Science ®Google Scholar
• Pintó, R. (2005). Introducing curriculum innovations in science: Identifying teachers’ transformations and the design of related teacher education. Science Education, 89, 1–12. doi:10.1002/sce.v89:1
   Web of Science ®Google Scholar
• Polly, D., McGee, J., Wang, C., Martin, C., Lambert, R., & Pugalee, D. K. (2015). Linking professional development, teacher outcomes, and student achievement: The case of a learner-centered mathematics program for elementary school teachers. International Journal of Education Research, 72, 26–37. doi:10.1016/j.ijer.2015.04.002
   Web of Science ®Google Scholar
• Reinmann, G. (2005). Innovation ohne Forschung? Ein Plädoyer für den Design-Based Research Ansatz. Unterrichtswissenschaft, 33(1), 52–69.
   Google Scholar
• Rzejak, D., Künsting, J., Lipowsky, F., Fischer, E., Dezhgahi, U., & Reichardt, A. (2014). Facetten der Lehrerfortbildungsmotivation – Eine faktorenanalytische Betrachtung. Journal for Education Research Online, 6(1), 139–159.
   Google Scholar
• Scher, L., & O’Reilly, F. (2009). Professional development for K-12 math and science teachers: What do we really know? Journal of Research on Educational Effectiveness, 2(3), 209–249. doi:10.1080/19345740802641527
   Google Scholar
• Soebari, T. S., & Aldridge, J. M. (2015). Using student perceptions of the learning environment to evaluate the effectiveness of a teacher professional development programme. Learning Environment Research, 18, 163–178. doi:10.1007/s10984-015-9175-4
   Google Scholar
• Sparks, D. (2002). Designing powerful professional development for teachers and principals. Oxford, OH: National Staff Development Council.
   Google Scholar
• Sparks, D, & Hirsh, S. (1997). A new vision for staff development. Alexandria: Association for Supervision and Curriculum Development.
   Google Scholar
• Spill, L., & Wiesner, H. (1988). Zur Einführung des dynamischen Kraftbegriffs in der Sekundarstufe I. Bericht über Unterrichtsversuche. In Deutsche Physikalische Gesellschaft, Fachverband Didaktik der Physik (Eds.), Beiträge zur Tagung (pp. 412–417). Bad Honnef: DPG.
   Google Scholar
• Taylor, J. A., Roth, K., Wilson, C., Stuhlsatz, M., & Tipton, E. (2017). The effect of an analysis-of-practice, videocase-based, teacher professional development program on elementary students’ science achievement. Journal of Research on Educational Effectiveness, 10(2), 241–271. doi:10.1080/19345747.2016.1147628
   Web of Science ®Google Scholar
• The Design-Based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5–8. doi:10.3102/0013189X032001005
   Google Scholar
• Wiesner, H., Tobias, V., Waltner, C., Hopf, M., Wilhelm, T., & Sen, A. (2010). Dynamik in den Mechanikunterricht. In V. Normeier, A. Oberländer, & F. Grötzebauch (Eds.), Didaktik der Physik - Hannover. Berlin: Lehmanns.
   Google Scholar
• Wilhelm, T., Tobias, V., Waltner, C, Hopf, M., & Wiesner, H. (2012). Design-based research am beispiel der zweidimensional-dynamischen mechanik. In S. Bernholt (Ed.), Konzepte fachdidaktischer Strukturierung für den Unterricht. Jahrestagung der GDCP in Oldenburg 2011. Münster: Lit.
   Google Scholar
• Wodzinski, R, & Wiesner, H. (1994a). Einführung in die mechanik über die dynamik. Beschreibung Von Bewegungen Und Geschwindigkeitsänderungen. Physik in Der Schule, 32(5), 164–169.
   Google Scholar
• Wodzinski, R, & Wiesner, H. (1994b). Einführung in die mechanik über die dynamik. Zusatzbewegung Und Newton’sche Bewegungsgleichung. Physik in Der Schule, 32(6), 202–207.
   Google Scholar
• Yoon, K. S., Duncan, T., Lee, S. W.-Y., Scarloss, B., & Shapley, K. (2007). Reviewing the evidence on how teacher professional development affects student achievement. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest.
   Google Scholar