664
Views
0
CrossRef citations to date
0
Altmetric
Article

Offering modest supports to extend professional development outcomes and enhance elementary science teaching

& ORCID Icon
Pages 672-687 | Received 18 Apr 2019, Accepted 22 Jan 2020, Published online: 05 Feb 2020

References

  • Banilower, E.R., Heck, D.J., and Weiss, I.R., 2007. Can professional development make the vision of the standards a reality? The impact of the national science foundation’s local systemic change through teacher enhancement initiative. Journal of research in science teaching, 44 (3), 375–395. doi:https://doi.org/10.1002/(ISSN)1098-2736
  • Basista, B. and Mathews, S., 2002. Integrated science and mathematics professional development programs. School science and mathematics, 102 (7), 359–370. doi:https://doi.org/10.1111/ssm.2002.102.issue-7
  • Birman, B.F., et al., 2000. Designing professional development that works. Educational leadership, 57 (8), 28–33.
  • Bowes, A.S. and Banilower, E.R., 2004. LSC observational study: an analysis of data collected between 1998 and 2003. Chapel Hill, NC: Horizon Research, Inc.
  • Collins, L. and Liang, X., 2015. Examining high quality online teacher professional development: teachers’ voices. International journal of teacher leadership, 6 (1), 18–34.
  • Creswell, J.W., 2005. Educational research. Planning, conducting, and evaluating quantitative and qualitative research. 2nd ed. Upper Saddle River, NJ: Pearson.
  • Darling-Hammond, L., Hyler, M.E., and Gardner, M., 2017. Effective teacher professional development. Palo Alto, CA: Learning Policy Institute.
  • Darling-Hammond, L., et al., 2009. State of the profession: study measures status of professional development. Journal of staff development, 30 (2), 42–50.
  • Dede, C., et al., 2009. A research agenda for online teacher professional development. Journal of teacher education, 60 (1), 8–19. doi:https://doi.org/10.1177/0022487108327554
  • Desimone, L.M., 2009. Improving impact studies of teachers’ professional development: toward better conceptualizations and measures. Educational researcher, 38 (3), 181–199. doi:https://doi.org/10.3102/0013189X08331140
  • Desimone, L.M. and Garet, M.S., 2015. Best practices in teachers’ professional development in the United States. Psychology, society, and education, 7 (3), 252–263. doi:https://doi.org/10.25115/psye.v7i3
  • Diaconu, D.V., et al., 2012. A multi-year study of the impact of the rice model teacher professional development on elementary science teachers. International journal of science education, 34 (6), 855–877. doi:https://doi.org/10.1080/09500693.2011.642019
  • Duschl, R.A., Schweingruber, H.A., and Shouse, A.W., 2007. Taking science to school: learning and teaching science in grades K-8. Washington, DC: National Academies Press.
  • Fisher, J.B., et al., 2010. Effects of a computerized professional development program on teacher and student outcomes. Journal of teacher education, 61 (4), 301–312. doi:https://doi.org/10.1177/0022487110369556
  • Fishman, B., et al., 2013. Comparing the impact of online and face-to-face professional development in the context of curriculum implementation. Journal of teacher education, 64 (5), 426–438. doi:https://doi.org/10.1177/0022487113494413
  • Garet, M., et al., 2001. What makes professional development effective? Analysis of a national sample of teachers. American educational research journal, 38, 915–945. doi:https://doi.org/10.3102/00028312038004915
  • Gess-Newsome, J., 2001. The professional development of science teachers for science education reform: A review of the research. In: J. Rhoton and P. Bowers, eds. Professional development: planning and design. Arlington, VA: NSTA Press, 91–100.
  • Guskey, T.R., 2002. Professional development and teacher change. Teachers and teaching: theory and practice, 8 (3/4), 381–391. doi:https://doi.org/10.1080/135406002100000512
  • Heck, D.J. and Crawford, R.A., 2004. LSC teacher questionnaire study: A longitudinal analysis of data collected between 1997 and 2003. Chapel Hill, NC: Horizon Research, Inc.
  • Heck, D.J., Rosenberg, S.L., and Crawford, R.A., 2006. LSC teacher questionnaire study: A longitudinal analysis of data collected between 1997 and 2006. Chapel Hill, NC: Horizon Research, Inc.
  • Heller, J.I., et al., 2012. Differential effects of three professional development models on teacher knowledge and student achievement in elementary science. Journal of research in science teaching, 49 (3), 333–362. doi:https://doi.org/10.1002/tea.21004
  • Johnson, C. and Fargo, J., 2010. Urban school reform enabled by transformative professional development: impact on teacher change and student learning of science. Urban education, 45 (1), 4–29. doi:https://doi.org/10.1177/0042085909352073
  • Johnson, R.B., Onwuegbuzie, A.J., and Turner, L.A., 2007. Toward a definition of mixed methods research. Journal of mixed methods research, 1 (2), 112–133. doi:https://doi.org/10.1177/1558689806298224
  • Lakshmanan, A., et al., 2011. The impact of science content and professional learning communities on science teaching efficacy and standards-based instruction. Journal of research in science teaching, 48 (5), 534–551. doi:https://doi.org/10.1002/tea.v48.5
  • Luz, M.R.M.P., et al., 2018. Characterization of the reasons why Brazilian science teachers drop out of online professional development courses. The international review of research in open and distributed learning, 19 (5). doi:https://doi.org/10.19173/irrodl.v19i5.3642
  • Math and Science Partnership Knowledge Management and Dissemination (KMD) Project, 2008. Why teachers’ science content knowledge matters: A summary of studies. Available from: http://mspkmd.net/pdfs/blast18/3b1.pdf [Accessed 24 November 2009]
  • McConnell, T., et al., 2013. Virtual professional learning communities: teachers’ perceptions of virtual versus face-to-face professional development. Journal of science education & technology, 22 (3), 267–277. doi:https://doi.org/10.1007/s10956-012-9391-y
  • McLaughlin, M. and Mitra, D., 2001. Theory-based change and change-based theory: going deeper, going broader. Journal of educational change, 2 (4), 301–323. doi:https://doi.org/10.1023/A:1014616908334
  • McNeil, M., 2014. Professional development an 'i3' spending favorite. Education week, 33 (21), 25. 2 September.
  • National Center for Educational Statistics, 2008. Revenues and expenditures for public elementary and secondary education: school year 2005–06 (fiscal year 2006). Washington, DC: Institute for Education Sciences, U.S. Department of Education. Available from: http://nces.ed.gov/pubs2008/expenditures
  • National Staff Development Council, 2001. Standards for staff development (revised). Oxford, OH: National Staff Development Council (NSDC).
  • New Teacher Center, 2015. The mirage: confronting the hard truth about our quest for teacher development. Available from: https://tntp.org/assets/documents/TNTP-Mirage_2015.pdf [Accessed 17 July 2018]
  • OECD, 2009. Creating effective teaching and learning environments: first results from TALIS. Paris: Organization for Economic Co-Operation and Development. doi:https://doi.org/10.1787/9789264068780-en
  • OECD, 2015. Teaching with technology. Teaching in focus. No 12. Paris: OECD Publishing. doi:https://doi.org/10.1787/5jrxnhpp6p8v-en
  • OECD, 2019. Executive summary in TALIS 2018 results (volume 1): teachers and school leaders as lifelong learners. Paris: OECD Publishing. doi:https://doi.org/10.1787/ca047707-en
  • Penuel, W., et al., 2008. Is alignment enough: investigating the effects of state policies and professional development on science curriculum implementation. Science education, 93, 656–677. doi:https://doi.org/10.1002/sce.20321
  • Rensfeldt, A.B., Hillman, T., and Selswy, N., 2018. Teachers ‘liking’ their work? Exploring the realities of teacher Facebook groups. British educational research journal, 44 (2), 230–250. doi:https://doi.org/10.1002/berj.3325
  • Ringstaff, C. and Sandholtz, J.H., 2018. From budgets to bus schedules: contextual barriers and supports for science instruction in elementary schools. In: S. Uzzo, et al., eds. Pedagogical content knowledge in STEM: research to practice (advances in STEM education). (pp.67–82) Springer International Publishing.
  • Rotermund, S., DeRoche, J., and Ottem, R., 2017. Teacher professional development by selected teacher and school characteristics: 2011–12. Washington, DC: U.S. Department of Education.
  • Russell, M., et al., 2009. Face-to-face and online professional development for mathematics teachers: A comparative study. Journal of asynchronous learning networks, 13 (2), 41–87.
  • Sandholtz, J.H. and Ringstaff, C., 2016. The influence of contextual factors on the sustainability of professional development outcomes. Journal of science teacher education, 27 (2), 205–226. doi:https://doi.org/10.1007/s10972-016-9451-x
  • Sandholtz, J.H., Ringstaff, C., and Matlen, B., 2016. Temporary fix or lasting solution? Investigating the longitudinal impact of teacher professional development on K-2 science instruction. The elementary school journal, 117 (2), 192–215. doi:https://doi.org/10.1086/688920
  • Sparks, D., 2002. Designing powerful professional development for teachers and principals. Oxford, OH: National Staff Development Council.
  • Stigler, J. and Hiebert, J., 1999. The teaching gap. New York: Free Press.
  • Supovitz, J.A. and Turner, H.M., 2000. The effects of professional development on science teaching and practices and classroom culture. Journal of research in science teaching, 37 (9), 963–980. doi:https://doi.org/10.1002/(ISSN)1098-2736
  • Wei, R.C., et al., 2009. Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Dallas, TX: National Staff Development Council.
  • Yin, R.K., 2003. Case study research design and methods. 3rd ed. Thousand Oaks, CA: Sage.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.