NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: ED567050
Record Type: Non-Journal
Publication Date: 2016
Pages: 7
Abstractor: ERIC
Reference Count: 6
The Effect of an Analysis-of-Practice, Videocase-Based, Teacher Professional Development Program on Teacher and Student Outcomes
Taylor, Joseph; Roth, Kathleen; Wilson, Christopher; Stuhlsatz, Molly; Tipton, Elizabeth
Society for Research on Educational Effectiveness
Over a decade ago, Borko (2004) raised the awareness of the education research community to the critical need for studies of teacher professional development (PD) programs. She states on page 13: "My challenge to the educational research community is this: We have much work to do and many questions to answer in order to provide high-quality professional development to all teachers. It will take many different types of inquiries and a vast array of research tools to generate the rich source of knowledge needed to achieve this goal." Studies of PD programs clearly ensued from this charge, but there is evidence that few studies tested causal relationships between teacher PD programs and both teacher and student outcomes (Author, 2011; Yoon, et al., 2007) and even fewer used rigorous research designs. Traditional PD efforts seldom provide teachers with the necessary science content and pedagogical skills to help them teach in ways that support the kinds of student science learning called for in national reform efforts. These problems are especially prevalent for elementary teachers who have little training in science-specific pedagogy or in the science disciplines they are expected to teach (Fulp, 2002). There is a growing consensus that professional development should: (1) engage teachers actively in collaborative analyses of their practice; (2) treat content as central and intertwined with pedagogical issues; (3) enable teachers to see these issues as embedded in real classroom contexts; (4) focus on the content and curriculum teachers are teaching; and (5) be guided by an articulated model of teacher learning that specifies what knowledge and skills teachers will gain, what activities will lead to this learning, and how this new knowledge and skills will appear in their teaching practices. This research sought to address the question: what is the effect of [program name] on teacher and elementary school student outcomes compared to that of a PD program of equal duration that focuses only on content deepening? The student outcome of interest was science achievement and the teacher outcomes were content knowledge and pedagogical content knowledge. One figure is appended.
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Location: Colorado