Link to the University of Pittsburgh Homepage
Link to the University Library System Homepage Link to the Contact Us Form

Evaluating the impact of a facilitated learning community approach to professional development on teacher practice and student achievement

Doppelt, Y and Schunn, CD and Silk, EM and Mehalik, MM and Reynolds, B and Ward, E (2009) Evaluating the impact of a facilitated learning community approach to professional development on teacher practice and student achievement. Research in Science and Technological Education, 27 (3). 339 - 354. ISSN 0263-5143

[img] Plain Text (licence)
Available under License : See the attached license file.

Download (1kB)

Abstract

The focus of this research was an evaluation of the impact of teacher professional development (PD) on student achievement during implementation of a reform curriculum. The PD consisted of five four-hour workshop sessions distributed over the time teachers were implementing the reform curriculum in their classrooms. The research was conducted in a mid-size, urban school district over the span of two years. Three groups of teachers were contrasted: teachers who continued to use the established curriculum (N = 5), teachers who implemented the reform curriculum without participating in the PD sessions (N = 5), and teachers who implemented the reform curriculum while participating in the PD sessions (N = 13). Teachers who participated in the PD had approximately a one standard deviation advantage in their students' achievement over those who did not. We collected evidence of particular features of the PD that explained the differences in student achievement. The features included: distributing the workshops throughout the implementation; engaging teachers in an active learning process situated in the curriculum; and facilitating a collaborative community of teacher professionals. This study led us to believe that not only are the individual features of the PD important, but the combination of all three together is particularly powerful. © 2009, Taylor & Francis Group, LLC.


Share

Citation/Export:
Social Networking:
Share |

Details

Item Type: Article
Status: Published
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Doppelt, Y
Schunn, CDschunn@pitt.eduSCHUNN0000-0003-3589-297X
Silk, EM
Mehalik, MM
Reynolds, Bbirdy@pitt.eduBIRDY
Ward, E
Centers: Other Centers, Institutes, or Units > Learning Research & Development Center
Date: 1 January 2009
Date Type: Publication
Journal or Publication Title: Research in Science and Technological Education
Volume: 27
Number: 3
Page Range: 339 - 354
DOI or Unique Handle: 10.1080/02635140903166026
Schools and Programs: Dietrich School of Arts and Sciences > Psychology
School of Education > Psychology in Education
Swanson School of Engineering > Industrial Engineering
Refereed: Yes
ISSN: 0263-5143
Date Deposited: 07 Aug 2014 16:46
Last Modified: 24 Apr 2019 20:55
URI: http://d-scholarship.pitt.edu/id/eprint/22584

Metrics

Monthly Views for the past 3 years

Plum Analytics

Altmetric.com


Actions (login required)

View Item View Item