ERIC Number: ED465639
Record Type: RIE
Publication Date: 2002-Jan
Professional Development Models: A Comparison of Duration and Effect.
Crowther, David T.; Cannon, John R.
The purpose of this research was to explore two professional development models, Nevada Operation Physical Science (a three-weekend course) and Nevada Operation Chemistry (a two-week intensive course with a follow-up session in the fall), to see if there was any impact on learning and to determine the ideal length of the workshops as measured by teacher efficacy and outcome expectancy on teaching physical science. The general effectiveness of the program and teachers' perspectives on usefulness were anecdotal components of the study to help with discussion. Although some differences did occur between the workshops, for all intents and purposes the length of the workshop became the experimental variable. Initially there was no difference found in outcome expectancy between the two models, although there was a significant change in outcome expectancy after the follow-up meeting four months later for Nevada Operation Chemistry. It is suggested that for professional development to be effective, more than an intensive workshop is needed. (Contains 20 references.) (MVL)
Descriptors: Faculty Development, Models, Science Instruction, Science Teachers, Secondary Education, Self Efficacy, Time, Workshops
For full text: http://aets.chem.pitt.edu.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Proceedings of the Annual International Conference of the Association for the Education of Teachers in Science (Charlotte, NC, January 10-13, 2002); see SE 066 324.