TY - JOUR
T1 - Orientations to professional development design and implementation
T2 - understanding their relationship to PD outcomes across multiple projects
AU - Marra, Rose M.
AU - Arbaugh, Fran
AU - Lannin, John
AU - Abell, Sandra
AU - Ehlert, Mark
AU - Smith, Rena
AU - Merle-Johnson, Dominike
AU - Rogers, Meredith Park
N1 - Funding Information:
Professional development (PD) for science and mathematics teachers has, over the past two decades, increased dramatically in offerings. Interested teachers need not look far for professional development opportunities, particularly with the advent of online PD (e.g. National Council of Teachers of Mathematics’ E-Workshops). In addition, major funding has been dedicated to the professional development of mathematics and science teachers through organizations like the National Science Foundation, and via federal flow-through monies to many states funded PD projects through Mathematics and Science Partnership and Improving Teacher Quality Grants (ITQG) programs. With this funding increase,
PY - 2011/8
Y1 - 2011/8
N2 - Given the large investment in teacher professional development (PD), further understanding of the factors that impact PD success is needed. In a previous study, the authors established a framework for categorizing PD projects using the notion of orientations. A PD orientation is comprised of project characteristics that drive the PD design and implementation for that project. In this study, we applied this orientation framework to 14 science and mathematics PD projects and examined the relationship between projects of differing orientations and PD outcomes (e.g. perceived improvement in teaching practices). The results provide support for the value of the framework and demonstrate that PD projects with different orientations exhibit differing participant outcomes. This study also provides evidence of the value of this research framework for understanding how PD implementation characteristics are related to PD outcomes, as well as points to the value of a "balanced" orientation where both content and pedagogy are addressed in equal parts.
AB - Given the large investment in teacher professional development (PD), further understanding of the factors that impact PD success is needed. In a previous study, the authors established a framework for categorizing PD projects using the notion of orientations. A PD orientation is comprised of project characteristics that drive the PD design and implementation for that project. In this study, we applied this orientation framework to 14 science and mathematics PD projects and examined the relationship between projects of differing orientations and PD outcomes (e.g. perceived improvement in teaching practices). The results provide support for the value of the framework and demonstrate that PD projects with different orientations exhibit differing participant outcomes. This study also provides evidence of the value of this research framework for understanding how PD implementation characteristics are related to PD outcomes, as well as points to the value of a "balanced" orientation where both content and pedagogy are addressed in equal parts.
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U2 - 10.1007/s10763-010-9223-6
DO - 10.1007/s10763-010-9223-6
M3 - Article
AN - SCOPUS:79959746741
SN - 1571-0068
VL - 9
SP - 793
EP - 816
JO - International Journal of Science and Mathematics Education
JF - International Journal of Science and Mathematics Education
IS - 4
ER -