Effects of Content-focused and Practice-based Professional Development Models on Teacher Knowledge, Classroom Practice and Student Learning in Science

这项研究项目考察了四种不同的专业发展模式及其对教师学习、实践和最终学生结果的影响。研究变量是24小时专业发展治疗期间的教学内容知识暴露的数量和性质。选项包括(1)内容教学、案例研究和内容领域的同步课堂教学；(2)内容和案例研究；(3)内容和同步教学；以及(4)仅内容教学。内容领域(电路)将采用WestEd开发的《理解科学》系列中的教师资源模块。研究设计包括随机分配参与者和分析所有教师参与者在教学内容和教学方法方面的前后数据。PI有很强的物理背景，将负责领导治疗课程的专业发展提供者的准备工作。这项研究的参与者将来自加利福尼亚州旧金山湾区、加利福尼亚州洛杉矶、阿拉巴马州莫比尔和另外两个地点的学区。

This research project examines four different professional development modalities and their impact on teacher learning, practice and ultimately, student outcomes. The research variables are the amount and nature of pedagogical content knowledge exposure during a 24-hour professional development treatment. The options include (1) content instruction, case studies and concurrent classroom teaching in the content domain; (2) content and case studies; (3) content and concurrent teaching; and (4) content instruction only. The content domain (electric circuits) will employ a teacher resource module from the "Understanding Science" series developed by WestEd. The research design includes random assignment of participants and analysis of pre/post data on content and pedagogy from all teacher participants. The PI has a strong physics background and will be responsible for the preparation of the professional development providers who will lead the treatment sessions. Participants in the study will be drawn from school districts in the San Francisco Bay area of California; Los Angeles, California; Mobile, Alabama and two additional sites.