Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform
Christian Fischer, Barry Fishman, University of Michigan, United States ; Chris Dede, Harvard University, United States ; Arthur Eisenkraft, University of Massachusetts at Boston, United States ; Kim Frumin, Harvard University, United States ; Brandon Foster, Education Development Center, United States ; Frances Lawrenz, University of Minnesota, United States ; Abigail Jurist Levy, Education Development Center, United States ; Ayana McCoy, University of Massachusetts at Boston, United States
TATE Volume 72, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
Situated in the context of the Advanced Placement curriculum reform in the sciences, this quantitative study validates selected elements of Desimone's (2009) conceptual framework on teacher professional development. Using national data sets with data from 133 336 students and 7434 teachers, multi-level structural equation models indicate that professional development participation and contextual school- and teacher-level factors influence teachers' classroom practices. In turn, aspects of instructional enactments characteristics are significantly, but very weakly, associated with student performance. Thus, this study reinforces calls to provide teachers opportunities for high-quality professional development and suggests to advance research that identifies effective instructional practices.
Fischer, C., Fishman, B., Dede, C., Eisenkraft, A., Frumin, K., Foster, B., Lawrenz, F., Levy, A.J. & McCoy, A. (2018). Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform. Teaching and Teacher Education: An International Journal of Research and Studies, 72(1), 107-121. Elsevier Ltd.