Supporting university content specialists in providing effective professional development: the educative role of evaluation     

Fran Arbaugh  Rose Marra  John K. Lannin  Ya-Wen Cheng  Dominike Merle-Johnson  Rena′ Smith 《Teacher Development》2016,20(4):538-556

Evaluation of professional development (PD) has traditionally been composed of summative and formative feedback, and has focused on assessing the extent to which the PD impacts participating teachers’ knowledge, beliefs, and practices. This study establishes an additional purpose for PD evaluation – as educative opportunities for professional developers, particularly for PD providers who are university-level content specialists (e.g. scientists, mathematicians, statisticians, engineers). Through analysis of data collected as state-wide evaluators for one US Midwest state’s Improving Teacher Quality Grant PD programs, and utilizing an analysis methodology which we term ‘recommendation traces,’ we examine formative evaluation recommendations that we made to four different PD projects over three years. Findings from this study shed light on how content specialists who work in PD projects can learn about effective PD through project evaluation efforts.  相似文献   

Game‐Based Curricula in Biology Classes: Differential Effects Among Varying Academic Levels     

Troy D. Sadler  William L. Romine  Parker E. Stuart  Dominike Merle‐Johnson 《科学教学研究杂志》2013,50(4):479-499

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ORIENTATIONS TO PROFESSIONAL DEVELOPMENT DESIGN AND IMPLEMENTATION: UNDERSTANDING THEIR RELATIONSHIP TO PD OUTCOMES ACROSS MULTIPLE PROJECTS     

Rose M. Marra  Fran Arbaugh  John Lannin  Sandra Abell  Mark Ehlert  Rena Smith  Dominike Merle-Johnson  Meredith Park Rogers 《International Journal of Science and Mathematics Education》2011,9(4):793-816

Given the large investment in teacher professional development (PD), further understanding of the factors that impact PD success is needed. In a previous study, the authors established a framework for categorizing PD projects using the notion of orientations. A PD orientation is comprised of project characteristics that drive the PD design and implementation for that project. In this study, we applied this orientation framework to 14 science and mathematics PD projects and examined the relationship between projects of differing orientations and PD outcomes (e.g. perceived improvement in teaching practices). The results provide support for the value of the framework and demonstrate that PD projects with different orientations exhibit differing participant outcomes. This study also provides evidence of the value of this research framework for understanding how PD implementation characteristics are related to PD outcomes, as well as points to the value of a “balanced” orientation where both content and pedagogy are addressed in equal parts.  相似文献