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Direct linkTaylor, Joseph A.; Roth, Kathleen; Wilson, Christopher D.; Stuhlsatz, Molly A. M.; Tipton, Elizabeth – Journal of Research on Educational Effectiveness, 2017
This article describes the effects of an analysis-of-practice professional development (PD) program on elementary school students' (Grades 4-6) science outcomes. The study design was a cluster-randomized trial with an analysis sample of 77 schools, 144 teachers and 2,823 students. Forty-two schools were randomly assigned to treatment, (88.5 hours)…
Descriptors: Faculty Development, Elementary School Science, Science Achievement, Elementary School Students
Download full textHeller, Joan I. – National Center for Education Evaluation and Regional Assistance, 2012
This study evaluated an approach to professional development for middle school science teachers by closely examining one grade 8 course that embodies that approach. Using a cluster-randomized experimental design, the study tested the effectiveness of the Making Sense of SCIENCE[TM] professional development course on force and motion (Daehler,…
Descriptors: Faculty Development, Science Instruction, Physics, Motion
Clark, Melissa A.; Chiang, Hanley S.; Silva, Tim; McConnell, Sheena; Sonnenfeld, Kathy; Erbe, Anastasia; Puma, Michael – National Center for Education Evaluation and Regional Assistance, 2013
Teach For America (TFA) and the Teaching Fellows programs are an important and growing source of teachers of hard-to-staff subjects in high-poverty schools, but comprehensive evidence of their effectiveness has been limited. This report presents findings from the first large-scale random assignment study of secondary math teachers from these…
Descriptors: Teacher Effectiveness, Secondary School Teachers, Secondary School Mathematics, Mathematics Teachers
Neuman, Susan B.; Cunningham, Linda – American Educational Research Journal, 2009
This study examines the impact of professional development on teacher knowledge and quality early language and literacy practices in center- and home-based care settings. Participants from 291 sites (177 centers; 114 home-based) in four cities were randomly selected to: Group 1, 3-credit course in early language and literacy; Group 2, course plus…
Descriptors: Effect Size, Professional Development, Child Care, Language Acquisition
