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

Autor/inn/en	Banilower, Eric R.; Heck, Daniel J.; Weiss, Iris R.
Titel	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
Quelle	In: Journal of Research in Science Teaching, 44 (2007) 3, S.375-395 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20145
Schlagwörter	Professional Development; Science Instruction; National Standards; Teacher Attitudes; Classroom Techniques; Longitudinal Studies; Models; Instructional Materials; Vision; Educational Change; Science Teachers + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerverhalten; Klassenführung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Analogiemodell; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Bildungsreform; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende
Abstract	Professional development is seen as one of the major levers for aligning science instruction in the USA with the vision put forth by national standards documents. Although there is a growing consensus regarding what constitutes effective professional development, there is little empirical evidence to support this consensus. This study examines the impact of professional development that is content-based, situated in classroom practice, and sustained over time on teacher attitudes, perceptions of preparedness, and classroom practices. It utilizes longitudinal data from the National Science Foundation's Local Systemic Change through Teacher Enhancement Initiative (LSC), collected from 42 projects over a span of 7 years. The professional development model used in the LSCs differed from previous initiatives in that it targeted all teachers in a jurisdiction and emphasized preparing teachers to implement project-designated instructional materials. Analyses of the data provide evidence that this model for professional development has an impact on teachers and their classroom practices. In addition, the analyses found that teachers' perception of principal support for "Standards"-based science instruction is an important predictor of these outcomes. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10