Elementary science professional development to impact learning across the curriculum

被引：2
|
作者：
Mutch-Jones, Karen [1 ]
Hicks, Jennifer [2 ]
Sorge, Brandon [3 ]
机构：
[1] TERC, 2607 Massachusetts Ave, Cambridge, MA 02140 USA
[2] Purdue Univ, 610 Purdue Mall, W Lafayette, IN 47907 USA
[3] Indiana Univ Purdue Univ Indianapolis, 799 W Michigan St, Indianapolis, IN 46202 USA
来源：
TEACHING AND TEACHER EDUCATION | 2022年 / 112卷
关键词：
Teacher professional development; Elementary science; Integrated science experiences; STUDENT-ACHIEVEMENT; TEACHER-EDUCATION; LITERACY;
D O I：
10.1016/j.tate.2021.103625
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This study measured the impact of teacher professional development (PD), designed to support grades 3-5 integrated science activities in Indiana, United States and enhance mathematics and language arts learning experiences. To determine whether students of the Indiana Science Initiative (ISI) teachers benefitted, we conducted a matched comparison study of 1546 classrooms using multi-level modeling to identify the effect of teachers on their students' science, English Language Arts, and math state assessment scores. Results show that when teachers participated in multiple years of ISI and attended PD recently, their students had statistically higher standardized test scores than the comparison group in science as well as mathematics and ELA. (c) 2021 Published by Elsevier Ltd.
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页数：10
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