Comparing the Effects of Analysis-of-Practice and Content-Based Professional Development on Teacher and Student Outcomes in Science

• Published in: American educational research journal Vol. 56; no. 4; pp. 1217 - 1253
• Main Authors: Roth, Kathleen J., Wilson, Christopher D., Taylor, Joseph A., Stuhlsatz, Molly A. M., Hvidsten, Connie
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publishing 01.08.2019; SAGE Publications; American Educational Research Association
• Subjects: Comparative Analysis; Correlation; Course Content; Educational Practices; Educational research; Elementary School Students; Elementary School Teachers; Faculty Development; Intervention; Learning; Learning Processes; Outcomes of Education; Pedagogical Content Knowledge; Professional development; Program Descriptions; Science Achievement; Science Instruction; Studies; Teachers; Teaching; Teaching Methods; Video Technology; student learning; video analysis; teacher professional development; practice-based professional development; science
• ISSN: 0002-8312; 1935-1011
• DOI: 10.3102/0002831218814759

This study tests the influence of a video-based, analysis-of-practice professional development (PD) program on upper-elementary teachers' science content knowledge, pedagogical content knowledge, and teaching practice and on their students' achievement. Using a cluster-randomized experimental design, the study compares the outcomes for teachers in an analysis-ofpractice program with those of teachers in a content-deepening program. Mediational analyses explore the relationship between teacher outcomes and student learning. In comparison with the content-deepening PD program, the analysis-of-practice PD program significantly impacted teachers knowledge and practice. Mediation analyses revealed a strong relationship between teaching practice and student learning. The study advances the field beyond the currently accepted consensus model of effective PD toward an empirically tested model.