ORIENTATIONS TO PROFESSIONAL DEVELOPMENT DESIGN AND IMPLEMENTATION: UNDERSTANDING THEIR RELATIONSHIP TO PD OUTCOMES ACROSS MULTIPLE PROJECTS
- 240 Downloads
Given the large investment in teacher professional development (PD), further understanding of the factors that impact PD success is needed. In a previous study, the authors established a framework for categorizing PD projects using the notion of orientations. A PD orientation is comprised of project characteristics that drive the PD design and implementation for that project. In this study, we applied this orientation framework to 14 science and mathematics PD projects and examined the relationship between projects of differing orientations and PD outcomes (e.g. perceived improvement in teaching practices). The results provide support for the value of the framework and demonstrate that PD projects with different orientations exhibit differing participant outcomes. This study also provides evidence of the value of this research framework for understanding how PD implementation characteristics are related to PD outcomes, as well as points to the value of a “balanced” orientation where both content and pedagogy are addressed in equal parts.
Key wordsassessment mathematics multi-site professional development professional development outcomes science
Unable to display preview. Download preview PDF.
- Abell, S. K., Ehlert, M., Lannin, J., Marra, R., & Arbaugh, F. (2007). Missouri Department of Higher Education Improving Teacher Quality Grants Cycle 4 external evaluation report. Columbia, MO: Southwestern Bell Science Education Center, University of Missouri—Columbia.Google Scholar
- Anderson, C. W., & Smith, E. L. (1987). Teaching science. In V. Richardson-Koehler (Ed.), Educators’ handbook: A research perspective (pp. 84–111). New York: Longman.Google Scholar
- Banilower, E. R., Heck, D. J., & 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.CrossRefGoogle Scholar
- Blank, R. K., de las Alas, N., & Smith, C. (2008). Does teacher professional development have effects on teaching and learning? Analysis of evaluation findings from programs for mathematics and science teachers in 14 states. Washington, DC: Council of Chief State School Officers.Google Scholar
- Bybee, R. W. (1997). Achieving scientific literacy. Portsmouth, NH: Heinemann.Google Scholar
- Clarke, D. (1994). Ten key principles from research on the professional development of mathematics teachers. In D. B. Aichele & A. F. Coxford (Eds.), Professional development for teachers of mathematics (pp. 37–48). Reston, VA: National Council of Teachers of Mathematics.Google Scholar
- Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Washington, DC: National Staff Development Council.Google Scholar
- Elmore, R. F. (2002). Bridging the gap between standards and achievement: The imperative for professional development in education. Washington, DC: Albert Shanker Institute.Google Scholar
- Garet, M. S., Birman, B. F., Porter, A. C., Desimone, L., & Herman, R. (1999). Designing effective professional development: Lessons from the Eisenhower Program. Washington, DC: US Department of Education.Google Scholar
- Grossman, P. (1990). The making of a teacher. New York: Teachers College Press.Google Scholar
- Guskey, T. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press.Google Scholar
- Guskey, T. R. (2003). What makes professional development effective? Phi Delta Kappan, 84, 748–750.Google Scholar
- Hawley, W. D., & Valli, L. (1999). The essentials of effective professional development: A new consensus. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 127–150). San Francisco: Jossey-Bass.Google Scholar
- Horizon Research, Inc (2000). Inside the classroom observation and analytic protocol. Retrieved December 19, 2008, from http://www.horizon-research.com/instruments/clas/cop.php.
- Ingvarson, L., Meiers, M., & Beavis, A. (2005). Factors affecting the impact of professional development programs on teachers’ knowledge, practice, student outcomes & efficacy. Education Policy Analysis Archives, 13(10), 1–28.Google Scholar
- Loucks-Horsley, S., Love, N., Stiles, K. E., Mundry, S., & Hewson, P. W. (2003). Designing professional development for teachers of science and mathematics (2nd ed.). Thousand Oaks, CA: Corwin Press.Google Scholar
- Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 95–132). Dordrecht, The Netherlands: Kluwer Academic.Google Scholar
- Maxwell, S. (2001). When to use MANOVA and significant MANOVAs and insignificant ANOVAs or vice versa. Journal of Consumer Psychology, 10(1/2), 29–30.Google Scholar
- Musikul, K. & Abell, S. K. (2009). Professional development for elementary teachers of science in Thailand: A holistic examination. Paper presented at the National Association for Research in Science Teaching, Garden Grove, CA.Google Scholar
- National Council of Teachers of Mathematics (NCTM). (1991). Professional standards for teaching mathematics. Reston, VA: Author.Google Scholar
- National Staff Development Council (NSDC) (2001). Standards for staff development (revised). Retrieved July 25, 2007, from http://nsdc.org/standards/index.cfm.
- Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.Google Scholar
- Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.Google Scholar