Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform

Christian Fischer, Barry Fishman, Chris Dede, Arthur Eisenkraft, Kim Frumin, Brandon Foster, Frances Lawrenz, Abigail Jurist Levy, Ayana McCoy

Research output: Contribution to journalArticle

9 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)107-121
Number of pages15
JournalTeaching and Teacher Education
Volume72
DOIs
StatePublished - May 2018

Keywords

  • Advanced placement
  • Curriculum reform
  • High-stakes testing
  • Instructional practice
  • Professional development
  • Science education

Fingerprint Dive into the research topics of 'Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform'. Together they form a unique fingerprint.

  • Cite this