ERIC Number: EJ1043792
Record Type: Journal
Publication Date: 2014-Nov
Abstractor: As Provided
Reference Count: 47
A Study of the Impact of Transformative Professional Development on Hispanic Student Performance on State Mandated Assessments of Science in Elementary School
Johnson, Carla C.; Fargo, Jamison D.
Journal of Science Teacher Education, v25 n7 p845-859 Nov 2014
This paper reports the findings of a study of the impact of the transformative professional development (TPD) model on student achievement on state-mandated assessments of science in elementary school. Two schools (one intervention and one control) participated in the case study where teachers from one school received the TPD intervention across a 2-year period while teachers at the other school received no program and continued business as usual. The TPD program includes a focus on the core conceptual framework for effective professional development (Desimone in "Educ Res" 38:181-199, 2009) as well as an emphasis on culturally relevant pedagogy (CRP) and other effective science instructional strategies. Findings revealed that participation in TPD had a significant impact on student achievement for Burns Elementary with the percentage of proficient students growing from 25% at baseline to 67% at the end of the 2-year program, while the comparison school did not experience similar growth. Implications for future research and implementation of professional development programs to meet the needs of teachers in the realm of CRP in science are discussed.
Descriptors: Faculty Development, Transformative Learning, Academic Achievement, Standardized Tests, State Standards, Science Achievement, Elementary School Science, Experimental Groups, Intervention, Control Groups, Comparative Analysis, Case Studies, Program Effectiveness, Culturally Relevant Education, Science Instruction, Achievement Gains, Hispanic American Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A