Connecting the Dots from Professional Development to Student Learning-Reference-Cited by-同舟云学术

Connecting the Dots from Professional Development to Student Learning

Published:2021-12 Issue:4 Volume:20 Page:
ISSN:1931-7913
Container-title:CBE—Life Sciences Education
language:en
Short-container-title:LSE

Author:

Ellingson Charlene L.¹,Edwards Katherine²,Roehrig Gillian H.³,Hoelscher M. Clark³,Haroldson Rachelle A.⁴,Dubinsky Janet M.⁵

Affiliation:

1. Department of Elementary and Literacy Education, Mankato State University, MN 56001

2. Minnesota Department of Education, Roseville, MN 55113

3. STEM Education Center, University of Minnesota, St. Paul, MN 55108

4. Department of Teacher Education, University of Wisconsin–River Falls, WI 54022

5. Department of Neuroscience, University of Minnesota, Minneapolis, MN 55455

Abstract

Teacher participation in professional development (PD) improved student learning compared with control teachers. Delivering neuroscience as a unit produced more student learning than when the content was sprinkled throughout the course. Despite commitment to enacting PD strategies, teacher decisions and implementation strategies influenced student outcomes.

Publisher

American Society for Cell Biology (ASCB)

Subject

General Biochemistry, Genetics and Molecular Biology,Education

Reference95 articles.

1. Teaching nature of science through inquiry: Results of a 3-year professional development program

2. A Primer for Developing Measures of Science Content Knowledge for Small-Scale Research and Instructional Use

3. Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention

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