The effects of professional development on science teaching practices and classroom culture
The current science education reform movement emphasizes the importance of professional development as a means of improving student science achievement. Reformers have developed a vision for professional development based upon intensive and sustained training around concrete tasks that is focused on...
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| Published in | Journal of research in science teaching Vol. 37; no. 9; pp. 963 - 980 |
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| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
New York
John Wiley & Sons, Inc
01.11.2000
Wiley |
| Subjects | |
| Online Access | Get full text |
| ISSN | 0022-4308 1098-2736 |
| DOI | 10.1002/1098-2736(200011)37:9<963::AID-TEA6>3.0.CO;2-0 |
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| Abstract | The current science education reform movement emphasizes the importance of professional development as a means of improving student science achievement. Reformers have developed a vision for professional development based upon intensive and sustained training around concrete tasks that is focused on subject‐matter knowledge, connected to specific standards for student performance, and embedded in a systemic context. Using data from a National Science Foundation Teacher Enhancement program called the Local Systemic Change initiative, this study employs hierarchical linear modeling to examine the relationship between professional development and the reformers' vision of teaching practice. The findings indicate that the quantity of professional development in which teachers participate is strongly linked with both inquiry‐based teaching practice and investigative classroom culture. At the individual level, teachers' content preparation also has a powerful influence on teaching practice and classroom culture. At the school level, school socioeconomic status was found to influence practice more substantially than either principal supportiveness or available resources. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 963–980, 2000 |
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| AbstractList | Employs hierarchical linear modeling to examine the relationship between professional development and the reformers' vision of teaching practice. Indicates that the quantity of professional development in which teachers participate is strongly linked with both inquiry-based teaching practice and investigative classroom culture. (Contains 39 references.) (Author/YDS) The current science education reform movement emphasizes the importance of professional development as a means of improving student science achievement. Reformers have developed a vision for professional development based upon intensive and sustained training around concrete tasks that is focused on subject‐matter knowledge, connected to specific standards for student performance, and embedded in a systemic context. Using data from a National Science Foundation Teacher Enhancement program called the Local Systemic Change initiative, this study employs hierarchical linear modeling to examine the relationship between professional development and the reformers' vision of teaching practice. The findings indicate that the quantity of professional development in which teachers participate is strongly linked with both inquiry‐based teaching practice and investigative classroom culture. At the individual level, teachers' content preparation also has a powerful influence on teaching practice and classroom culture. At the school level, school socioeconomic status was found to influence practice more substantially than either principal supportiveness or available resources. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 963–980, 2000 |
| Author | Supovitz, Jonathan A. Turner, Herbert M. |
| Author_xml | – sequence: 1 givenname: Jonathan A. surname: Supovitz fullname: Supovitz, Jonathan A. email: jons@gse.upenn.edu organization: Consortium for Policy Research in Education, University of Pennsylvania, 3440 Market St. #560, Philadelphia, Pennsylvania 19104 – sequence: 2 givenname: Herbert M. surname: Turner fullname: Turner, Herbert M. organization: University of Pennsylvania |
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| Keywords | Teaching Practice Teacher role Science Education Professional development Programme attitude Content analysis |
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| References | Flora, D.B., & Panter, A.T. (1999). Technical report: Analysis of the psychometric structure of the LSC surveys. Chapel Hill, NC: L.L. Thurstone Psychometric Lab. Smylie, M.A. (1996). From bureaucratic control to building human capital: The importance of teacher learning in education reform. Educational Researcher, 25(9), 9-11. Smylie, M.A. (1989). Teachers' views of the effectiveness of sources of learning to teach. The Elementary School Journal, 89(5), 543-558. Spillane, J.P., & Thompson, C.L. (1997). Reconstructing conceptions of local capacity: The local education agency's capacity for ambitious instructional reform. Educational Evaluation and Policy Analysis, 19(2), 185-203. Bryk, A.S., & Raudenbush, S.W. (1992). Hierarchical linear models: applications and data analysis methods. Newbury Park: Sage Publications. Bybee, R.W. (1993). Reforming science education: Social perspectives and personal reflections. New York: Teacher's College Press. McDermott, L.C. (1990). A perspective in teacher preparation in physics and other sciences: the need for special science courses for teachers. American Journal of Physics, 58. Resnick, L., & Klopfer, L. (1989). Toward the thinking curriculum: An overview. Toward the thinking curriculum: Current cognitive research, 1989 yearbook of the Association for Supervision and Curriculum Development (pp. 1-10). Alexandria, VA: ASCD. Burstein, L., McDonnell, L.M., Van Winkle, J., Ormseth, T., Mirocha, J., & Guitton, G. (1995). Validating national curriculum indicators. Santa Monica: Rand Corporation. National Research Council. (1996). National Science Education Standards. Washington, DC: National Academy Press. Porter, A.C., Kirst, M.W., Osthoff, E.J., Smithson, J.L., & Schneider, S.A. (1993). Reform up close: An analysis of high school mathematics and science classrooms. Madison: Wisconsin Center for Educational Research. Fullan, M. (1991). The new meaning of educational change. New York: Teachers College Press. National Center for Educational Statistics. (1995). Digest of Education Statistics 1995. Washington, DC: US Department of Education. Zigarmi, P., Betz, L., & Jennings, D. (1977). Teachers' preferences in and perceptions of inservice. Educational Leadership, 34, 545-551. Darling-Hammond, L., & McLaughlin, M.W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, April 1995. Corcoran, T., & Goertz, M. (1995). Instructional capacity and high performance. Educational Researcher, 24(9), 27-31. Cohen, D.K., & Ball, D.L. (1990). Policy and practice: An overview. Educational Evaluation and Policy Analysis, 12(3), 233-239. Guskey, T.R. (1986). Staff development and the process of teacher change. Educational Researcher, May, 1986. Marek, E.A., & Methaven, S.B. (1991). Effect of the learning cycle upon student and classroom teacher performance. Journal of Research in Science Teaching, 28(1), 41-53. Mayer, D. (1999). Measuring instructional practice: Can policymakers trust survey data?. Educational Evaluation and Policy Analysis, 21(2), 29-45. Lieberman, A. (1995). Practices that support teacher development. Phi Delta Kappan, April, 1995. Hawley, W.D., & Rosenholtz, S. (1984). Good schools: A synthesis of research on how schools influence student achievement. Peabody Journal of Education, 4, 1-178. Allen, E.E., & Lederman, L. (1998). Lessons learned: The teachers academy for mathematics and science. Phi Delta Kappan, October, 158-164. Kahle, J.B., & Rogg, S.R. (1996). A pocket panorama of the landscape study, 1995. Miami University, Oxford, OH. Supovitz, J.A., Mayer, D.P., & Kahle, J.B. (2000). Promoting inquiry-based instructional practice: The longitudinal impact of professional development in the context of systemic reform. Educational Policy, 14(3), 331-356. Little, J.W. (1993). Teachers' professional development in a climate of educational reform. Educational evaluation and policy analysis. 15(2), 129-151. Bryk, A.S., Raudenbush, S.W., & Congdon, R.T. (1996). Hierarchical linear and nonlinear modeling with HLM/2L and HLM/3L programs. 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| References_xml | – reference: Marek, E.A., & Methaven, S.B. (1991). Effect of the learning cycle upon student and classroom teacher performance. Journal of Research in Science Teaching, 28(1), 41-53. – reference: Hawley, W.D., & Rosenholtz, S. (1984). Good schools: A synthesis of research on how schools influence student achievement. Peabody Journal of Education, 4, 1-178. – reference: Bryk, A.S., & Raudenbush, S.W. (1992). Hierarchical linear models: applications and data analysis methods. Newbury Park: Sage Publications. – reference: Burstein, L., McDonnell, L.M., Van Winkle, J., Ormseth, T., Mirocha, J., & Guitton, G. (1995). Validating national curriculum indicators. Santa Monica: Rand Corporation. – reference: Guskey, T.R. (1986). Staff development and the process of teacher change. Educational Researcher, May, 1986. – reference: Cohen, D.K., & Ball, D.L. (1990). Policy and practice: An overview. Educational Evaluation and Policy Analysis, 12(3), 233-239. – reference: Supovitz, J.A., Mayer, D.P., & Kahle, J.B. (2000). Promoting inquiry-based instructional practice: The longitudinal impact of professional development in the context of systemic reform. Educational Policy, 14(3), 331-356. – reference: Kahle, J.B., & Rogg, S.R. (1996). A pocket panorama of the landscape study, 1995. Miami University, Oxford, OH. – reference: Lieberman, A. (1995). Practices that support teacher development. Phi Delta Kappan, April, 1995. – reference: Little, J.W. (1993). Teachers' professional development in a climate of educational reform. Educational evaluation and policy analysis. 15(2), 129-151. – reference: National Center for Educational Statistics. (1995). Digest of Education Statistics 1995. Washington, DC: US Department of Education. – reference: Smylie, M.A. (1996). From bureaucratic control to building human capital: The importance of teacher learning in education reform. Educational Researcher, 25(9), 9-11. – reference: McDermott, L.C. (1990). A perspective in teacher preparation in physics and other sciences: the need for special science courses for teachers. American Journal of Physics, 58. – reference: Resnick, L., & Klopfer, L. (1989). Toward the thinking curriculum: An overview. Toward the thinking curriculum: Current cognitive research, 1989 yearbook of the Association for Supervision and Curriculum Development (pp. 1-10). Alexandria, VA: ASCD. – reference: Bybee, R.W. (1993). Reforming science education: Social perspectives and personal reflections. New York: Teacher's College Press. – reference: Fullan, M. (1991). The new meaning of educational change. New York: Teachers College Press. – reference: Flora, D.B., & Panter, A.T. (1999). Technical report: Analysis of the psychometric structure of the LSC surveys. Chapel Hill, NC: L.L. Thurstone Psychometric Lab. – reference: Spillane, J.P., & Thompson, C.L. (1997). Reconstructing conceptions of local capacity: The local education agency's capacity for ambitious instructional reform. Educational Evaluation and Policy Analysis, 19(2), 185-203. – reference: Bryk, A.S., Raudenbush, S.W., & Congdon, R.T. (1996). Hierarchical linear and nonlinear modeling with HLM/2L and HLM/3L programs. Chicago: Scientific Software Inernational. – reference: Darling-Hammond, L., & McLaughlin, M.W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, April 1995. – reference: Zigarmi, P., Betz, L., & Jennings, D. (1977). Teachers' preferences in and perceptions of inservice. Educational Leadership, 34, 545-551. – reference: Mayer, D. (1999). Measuring instructional practice: Can policymakers trust survey data?. Educational Evaluation and Policy Analysis, 21(2), 29-45. – reference: Allen, E.E., & Lederman, L. (1998). Lessons learned: The teachers academy for mathematics and science. Phi Delta Kappan, October, 158-164. – reference: National Research Council. (1996). National Science Education Standards. Washington, DC: National Academy Press. – reference: Porter, A.C., Kirst, M.W., Osthoff, E.J., Smithson, J.L., & Schneider, S.A. (1993). Reform up close: An analysis of high school mathematics and science classrooms. Madison: Wisconsin Center for Educational Research. – reference: Corcoran, T., & Goertz, M. (1995). Instructional capacity and high performance. Educational Researcher, 24(9), 27-31. – reference: Smylie, M.A. (1989). Teachers' views of the effectiveness of sources of learning to teach. The Elementary School Journal, 89(5), 543-558. – volume: 14 start-page: 331 issue: 3 year: 2000 end-page: 356 article-title: Promoting inquiry‐based instructional practice: The longitudinal impact of professional development in the context of systemic reform publication-title: Educational Policy – volume: 21 start-page: 29 issue: 2 year: 1999 end-page: 45 article-title: Measuring instructional practice: Can policymakers trust survey data? publication-title: Educational Evaluation and Policy Analysis – year: 1989 – volume: 4 start-page: 1 year: 1984 end-page: 178 article-title: Good schools: A synthesis of research on how schools influence student achievement publication-title: Peabody Journal of Education – start-page: 250 year: 1993 end-page: 312 – volume: 34 start-page: 545 year: 1977 end-page: 551 article-title: Teachers' preferences in and perceptions of inservice publication-title: Educational Leadership – year: 1996 – start-page: 35 year: 1995 end-page: 66 – volume: 89 start-page: 543 issue: 5 year: 1989 end-page: 558 article-title: Teachers' views of the effectiveness of sources of learning to teach publication-title: The Elementary School Journal – volume: 15 start-page: 129 issue: 2 year: 1993 end-page: 151 article-title: Teachers' professional development in a climate of educational reform publication-title: Educational evaluation and policy analysis – year: 1992 – start-page: 58 year: 1990 article-title: A perspective in teacher preparation in physics and other sciences: the need for special science courses for teachers publication-title: American Journal of Physics – volume: 25 start-page: 9 issue: 9 year: 1996 end-page: 11 article-title: From bureaucratic control to building human capital: The importance of teacher learning in education reform publication-title: Educational Researcher – volume: 19 start-page: 185 issue: 2 year: 1997 end-page: 203 article-title: Reconstructing conceptions of local capacity: The local education agency's capacity for ambitious instructional reform publication-title: Educational Evaluation and Policy Analysis – year: 1998 – volume: 24 start-page: 27 issue: 9 year: 1995 end-page: 31 article-title: Instructional capacity and high performance publication-title: Educational Researcher – volume: 12 start-page: 233 issue: 3 year: 1990 end-page: 239 article-title: Policy and practice: An overview publication-title: Educational Evaluation and Policy Analysis – year: 1995 article-title: Policies that support professional development in an era of reform publication-title: Phi Delta Kappan – start-page: 158 year: 1998 end-page: 164 article-title: Lessons learned: The teachers academy for mathematics and science publication-title: Phi Delta Kappan – start-page: 243 year: 1990 end-page: 263 – year: 1997 – year: 1995 – year: 1995 article-title: Practices that support teacher development publication-title: Phi Delta Kappan – volume: 28 start-page: 41 issue: 1 year: 1991 end-page: 53 article-title: Effect of 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| SubjectTerms | Academic Achievement Curriculum subjects: programmes and methods Educational Change Educational sciences Elementary Secondary Education Exact and natural sciences Hierarchical Linear Modeling Inquiry Inservice Education Motivation Professional Development Science Instruction Teaching methods |
| Title | The effects of professional development on science teaching practices and classroom culture |
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