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Impact of Professional Development on Teacher Practice: Uncovering Connections

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Title: Impact of Professional Development on Teacher Practice: Uncovering Connections
Language: English
Authors: Buczynski, Sandy, Hansen, C. Bobbi
Source: Teaching and Teacher Education: An International Journal of Research and Studies. Apr 2010 26(3):599-607.
Availability: Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Peer Reviewed: Y
Physical Description: PDF
Page Count: 9
Publication Date: 2010
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 4
Grade 5
Grade 6
Descriptors: Classroom Techniques, Urban Schools, Focus Groups, Science Achievement, Grade 6, Grade 5, Faculty Development, Inquiry, Grade 4, Elementary School Teachers, Pedagogical Content Knowledge, Teaching Skills, Teaching Methods, Elementary School Science, Partnerships in Education, Pretests Posttests, Science Tests, Achievement Gains
DOI: 10.1016/j.tate.2009.09.006
ISSN: 0742-051X
Abstract: An Inquiry Learning Partnership (ILP) for professional development (PD) was formed between a university, science centre, and two urban school districts to offer 4-6th grade teachers specific science content and pedagogical techniques intended to integrate inquiry-based instruction in elementary classrooms. From pre/post content exams, PD surveys, focus group, and assessment data, teachers increased their science content knowledge, reported implementing inquiry practices in their classrooms and their students experienced modest gains on 5th grade standardized science achievement exams. While some teachers were transferring knowledge/skills gained in professional development to their classrooms, others encountered barriers to implementing PD. These obstacles included limited resources, time constraints, mandated curriculum pacing, language learning, and classroom management issues. Strategies to mitigate these barriers in order to maximize the impact of professional development need to be a priority in professional development reform. (Contains 2 tables and 3 figures.)
Abstractor: As Provided
Entry Date: 2010
Accession Number: EJ872964
Database: ERIC
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  Data: Impact of Professional Development on Teacher Practice: Uncovering Connections
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  Data: Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
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  Data: An Inquiry Learning Partnership (ILP) for professional development (PD) was formed between a university, science centre, and two urban school districts to offer 4-6th grade teachers specific science content and pedagogical techniques intended to integrate inquiry-based instruction in elementary classrooms. From pre/post content exams, PD surveys, focus group, and assessment data, teachers increased their science content knowledge, reported implementing inquiry practices in their classrooms and their students experienced modest gains on 5th grade standardized science achievement exams. While some teachers were transferring knowledge/skills gained in professional development to their classrooms, others encountered barriers to implementing PD. These obstacles included limited resources, time constraints, mandated curriculum pacing, language learning, and classroom management issues. Strategies to mitigate these barriers in order to maximize the impact of professional development need to be a priority in professional development reform. (Contains 2 tables and 3 figures.)
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      – SubjectFull: Urban Schools
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      – SubjectFull: Focus Groups
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