Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform
Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform
复制标题
DOI：
10.1016/j.tate.2018.02.011
复制
发表时间：
2018-05-01
影响因子：
3.9
通讯作者：
McCoy, Ayana
中科院分区：
文献类型：
--
作者：
Fischer, Christian;Fishman, Barry;McCoy, Ayana
本定量研究以科学领域的大学先修课程改革为背景，验证了Desimone（2009）关于教师专业发展的概念框架的某些要素。使用国家数据集的数据来自133 336名学生和7434名教师，多层次结构方程模型表明，专业发展的参与和上下文的学校和教师层面的因素影响教师的课堂实践。反过来，教学法规的特点方面显着，但很弱，与学生的表现。因此，本研究加强呼吁提供高质量的专业发展教师的机会，并建议推进研究，确定有效的教学实践。(C)2018爱思唯尔有限公司版权所有。
Situated in the context of the Advanced Placement curriculum reform in the sciences, this quantitative study validates selected elements of Desimone's (2009) conceptual framework on teacher professional development. Using national data sets with data from 133 336 students and 7434 teachers, multi-level structural equation models indicate that professional development participation and contextual school- and teacher-level factors influence teachers' classroom practices. In turn, aspects of instructional enactments characteristics are significantly, but very weakly, associated with student performance. Thus, this study reinforces calls to provide teachers opportunities for high-quality professional development and suggests to advance research that identifies effective instructional practices. (C) 2018 Elsevier Ltd. All rights reserved.