Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform
| Autor: | Ayana McCoy, Frances P Lawrenz, Christian Fischer, Abigail Jurist Levy, Arthur Eisenkraft, Brandon Foster, Chris Dede, Barry Fishman, Kim Frumin |
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| Rok vydání: | 2018 |
| Předmět: |
4. Education
05 social sciences Professional development 050301 education Context (language use) Science education Structural equation modeling Education Conceptual framework 0502 economics and business Situated ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education Sociology 050207 economics Advanced Placement 0503 education Curriculum |
| Zdroj: | Teaching and Teacher Education. 72:107-121 |
| ISSN: | 0742-051X |
| DOI: | 10.1016/j.tate.2018.02.011 |
| Popis: | Situated in the context of the Advanced Placement curriculum reform in the sciences, this quantitative study validates selected elements of Desimone's (2009) conceptual framework on teacher professional development. Using national data sets with data from 133 336 students and 7434 teachers, multi-level structural equation models indicate that professional development participation and contextual school- and teacher-level factors influence teachers' classroom practices. In turn, aspects of instructional enactments characteristics are significantly, but very weakly, associated with student performance. Thus, this study reinforces calls to provide teachers opportunities for high-quality professional development and suggests to advance research that identifies effective instructional practices. |
| Databáze: | OpenAIRE |
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