Publication Date
In 2025 | 0 |
Since 2024 | 5 |
Since 2021 (last 5 years) | 14 |
Since 2016 (last 10 years) | 32 |
Since 2006 (last 20 years) | 48 |
Descriptor
Academic Achievement | 51 |
Active Learning | 51 |
Faculty Development | 51 |
Teaching Methods | 21 |
Learner Engagement | 13 |
Program Effectiveness | 13 |
Inquiry | 11 |
Student Projects | 11 |
College Faculty | 10 |
Teacher Attitudes | 10 |
Outcomes of Education | 9 |
More ▼ |
Source
Author
Blank, Rolf K. | 3 |
Amie Rapaport | 2 |
Di Xu | 2 |
Elizabeth S. Park | 2 |
Addie Kelley | 1 |
Alston, Daniel M. | 1 |
Ancess, Jacqueline | 1 |
Andrew Porter | 1 |
Ann Gagné | 1 |
Anna Rosevsky Saavedra | 1 |
Anna Saavedra | 1 |
More ▼ |
Publication Type
Education Level
Secondary Education | 16 |
Higher Education | 14 |
Postsecondary Education | 11 |
Elementary Education | 10 |
Elementary Secondary Education | 10 |
Middle Schools | 10 |
Junior High Schools | 7 |
High Schools | 6 |
Grade 5 | 4 |
Grade 7 | 4 |
Grade 8 | 4 |
More ▼ |
Audience
Location
United States | 3 |
California | 2 |
Canada | 2 |
China | 2 |
Missouri | 2 |
West Virginia | 2 |
Arkansas | 1 |
Australia | 1 |
Botswana | 1 |
Brazil | 1 |
Colorado (Boulder) | 1 |
More ▼ |
Laws, Policies, & Programs
No Child Left Behind Act 2001 | 2 |
Assessments and Surveys
National Survey of Student… | 1 |
Program for International… | 1 |
Trends in International… | 1 |
What Works Clearinghouse Rating
Meets WWC Standards with or without Reservations | 1 |
Does not meet standards | 1 |
Steven L. Kramer; Janie Scull; Andrew Porter; Christine M. Massey; F. Joseph Merlino; John Y. Baker – Journal of Research in Science Teaching, 2024
This study used a cluster randomized controlled trial to investigate the effectiveness of two approaches to increasing middle school students' science learning when using an inquiry-based science curriculum. Eighty-nine schools, with 253 teachers and 20,591 students, were randomly assigned into one of three conditions: (a) a treatment condition in…
Descriptors: Academic Achievement, Cognitive Science, Science Achievement, Active Learning
Elizabeth S. Park; Di Xu – Journal of Research on Educational Effectiveness, 2024
Growing literature documents the promise of active learning instruction in engaging students in college classrooms. Accordingly, faculty professional development (PD) programs on active learning have become increasingly popular in postsecondary institutions; yet, quantitative evidence on the effectiveness of these programs is limited. Using…
Descriptors: Active Learning, Learner Engagement, College Faculty, Faculty Development
Anna Rosevsky Saavedra; Amie Rapaport – Phi Delta Kappan, 2024
For many students, project-based learning (PBL) can be more engaging than more traditional instructional approaches. Over the past 15 years, Anna Saavedra and Amie Rapaport studied seven inquiry-based approaches. Their research shows that PBL has a positive effect on students' achievement and development of important soft skills. Schools can…
Descriptors: Active Learning, Student Projects, Learner Engagement, Academic Achievement
Sally J. Ricker – ProQuest LLC, 2023
The new 21st century global economy favors highly skilled, highly educated workers. School districts across the country are looking for ways to teach and assess competencies as outlined in the 21st century framework (Wagner, 2014). Forward thinking school districts are choosing to implement the effective instructional approach of project-based…
Descriptors: 21st Century Skills, Student Projects, Active Learning, Best Practices
Elizabeth S. Park; Di Xu – Annenberg Institute for School Reform at Brown University, 2022
Growing literature documents the promise of active learning instruction in engaging students in college classrooms. Accordingly, faculty professional development (PD) programs on active learning have become increasingly popular in postsecondary institutions; yet, quantitative evidence on the effectiveness of these programs is limited. Using…
Descriptors: Active Learning, Learner Engagement, College Faculty, Faculty Development
Lydia Ross; Stephen Krause; Eugene Judson; Keith D. Hjelmstad; Robert Culbertson; James A. Middleton; Lindy Mayled; Sara Hoyt; Kara L. Hjelmstad – Advances in Engineering Education, 2024
Active learning pedagogical practices are more effective than instructor-centered teaching in building students' knowledge, skills, and understanding of engineering content and concepts. As such, a large-scale professional development (PD) program was created to move faculty toward the use of active learning. The project aimed to engage faculty in…
Descriptors: Faculty Development, Active Learning, Teaching Methods, Engineering Education
Richard P. O'Connell – ProQuest LLC, 2022
This dissertation in practice explores common themes between teachers' perspectives of effective professional development experiences and the perceived impact of professional development on classroom teaching practices. The following questions guided the study: 1. What are teachers' perceptions of completed professional development activities in…
Descriptors: Teacher Attitudes, Faculty Development, Program Effectiveness, Teaching Methods
Dove, Anthony – Journal of Computers in Mathematics and Science Teaching, 2020
As flipped learning continues to become a recognized instructional practice, professional development has become necessary to ensure the practice is implemented based on its research-informed active learning tenets. This study examined how a long-term professional development program influenced the instructional practices and perspectives of…
Descriptors: Blended Learning, Faculty Development, Active Learning, Learner Engagement
Addie Kelley – ProQuest LLC, 2021
Teachers' voices about the effects of teacher professional development on student achievement are absent from the literature. Researchers have spent decades examining best practices regarding teachers' continued learning. Traditional professional development for teachers is made up of one-time, sit-and-get, workshop-style learning. This archaic…
Descriptors: Faculty Development, Teacher Empowerment, Academic Achievement, Student Improvement
Instructional Change and Student Outcomes within Collaborative Problem-Solving Learning Environments
James Oren – ProQuest LLC, 2022
More than 85% of federally funded research initiatives fail to produce significant positive results (Coalition for Evidence-Based Policy, 2013). Moreover, of the less than 15% that do yield positive results, none show replicability outside of their original setting (Pogrow, 2017; Kizilcec et al., 2020). Mixed results are present in even the most…
Descriptors: Cooperative Learning, Problem Solving, Educational Change, Teaching Methods
S. C. Lee; G. Nugent; G. M. Kunz; J. Houston – Journal of Science Teacher Education, 2024
Research has highlighted the significant decline in teachers' implementation of newly acquired teaching practices following professional development (PD), primarily attributed to the absence of follow-up support. Even science teachers who have participated in intensive PD programs often encounter challenges in integrating new teaching practices…
Descriptors: Coaching (Performance), Science Teachers, Inquiry, Teaching Methods
Higueras-Rodriguez, Lina; Garcia-Vita, Maria del Mar; Medina-Garcia, Marta – European Journal of Educational Research, 2020
The current offer of training courses for university teachers is due, among other needs, to the implementation of an educational model based on student learning, promoting the use of active methodologies for their motivation and academic performance. An exploratory-descriptive and ideographic study is presented where the main technique is the…
Descriptors: Faculty Development, Foreign Countries, Academic Achievement, Active Learning
Shannon L. Myers – ProQuest LLC, 2021
Professional learning continues to be one of the most widely used methods for raising student achievement and teacher development, yet school districts continue to use antiquated models that often dismiss the core features needed to be effective (Desimone, 2009). These core features include being content focused, active learning opportunities,…
Descriptors: Individualized Instruction, Communities of Practice, Faculty Development, Teacher Attitudes
Rasmussen, Chris; Apkarian, Naneh; Hagman, Jessica Ellis; Johnson, Estrella; Larsen, Sean; Bressoud, David – Journal for Research in Mathematics Education, 2019
The authors present findings from a recently completed census survey of all mathematics departments in the United States that offer a graduate degree in mathematics. The authors report the viewpoints of departments about characteristics shown to support students' success as well as the extent to which these characteristics are being implemented in…
Descriptors: College Mathematics, Calculus, Departments, College Programs
Marshall, Jeff C.; Smart, Julie B.; Alston, Daniel M. – International Journal of Science and Mathematics Education, 2017
The current study, involving 219 teachers and 15,292 students, examined the relationship between teacher participation in a sustained professional development intervention designed to improve the quantity and quality of guided inquiry-based instruction in middle school science classrooms and subsequent student academic growth. Utilizing a…
Descriptors: Active Learning, Inquiry, Scientific Concepts, Academic Achievement