Equity-Focused K-12 Science Teacher Professional Development: A Review of the Literature 2001-2017

Autor/inn/en	Bancroft, Senetta F.; Nyirenda, Euginia M.
Titel	Equity-Focused K-12 Science Teacher Professional Development: A Review of the Literature 2001-2017
Quelle	In: Journal of Science Teacher Education, 31 (2020) 2, S.151-207 (57 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bancroft, Senetta F.) ORCID (Nyirenda, Euginia M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2019.1685629
Schlagwörter	Science Teachers; Elementary School Teachers; Secondary School Teachers; Faculty Development; Inservice Teacher Education; Equal Education; Achievement Gap; Student Diversity; Educational Quality; Educational Practices; Minority Group Students; Program Effectiveness; Academic Achievement + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Lehrerfortbildung; Quality of education; Bildungsqualität; Bildungspraxis; Schulleistung
Abstract	Providers of K-12 in-service teacher science professional development programs (PDPs) in the United States are moving to address recent and unprecedented policymaker calls to close achievement gaps in K-12 science learning. Our systematic review of primary, peer-reviewed equity-focused PDP studies is intended to inform this movement. We structured our review around the themes of selected studies'PDP context, research design and methods, and outcomes. PDP context and research design and methods were evaluated against relevant effective practices for equity-focused K-12 in-service science teacher PDPs. The theme of PDP outcomes was structured around reported teacher and student outcomes. We use these themes to present a coherent picture of previous equity-focused PDP efforts. This picture informs discussion and selection of strategies for effective implementation of PDPsdesigned to target the needs of specific traditionally underserved student populations. It also highlights potentially promising lines of inquiry for PDP developers and researchers to pursue. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01