Effectiveness of a Curricular and Professional Development Intervention at Improving Elementary Teachers' Science Content Knowledge and Student Achievement Outcomes: Year 1 Results


Effectiveness of a Curricular and Professional Development Intervention at Improving Elementary Teachers' Science Content Knowledge and Student Achievement Outcomes: Year 1 Results

Issue/Topic: Curriculum--Science; Teaching Quality--Professional Development
Author(s): Diamond, Brandon S.; Maerten-Rivera, Jaime; Rohrer, Rose Elizabeth; Lee, Okhee
Organization(s):
Publication: Journal of Research in Science Teaching
Published On: 1/1/2014

Background:
Research suggests that the variation in teachers' science content knowledge significantly impacts the quality elementary teaching effectiveness, but the impact of teachers' science knowledge on their students' performance is rarely studied. In general, elementary school teachers have major gaps in their science content knowledge and these gaps are obstacles to effective teaching.

Purpose:
To examine the effect of teachers' science content knowledge on student achievement outcomes

Findings/Results:
From the literature: From the study:
Policy Implications/Recommendations:


Research Design:
Cluster randomized trial and literature review

Population/Participants/Subjects:
227 fifth grade science teachers from 64 schools in a large and diverse urban school district and their students

Year data is from:
2010-2011

Setting:
District

Data Collection and Analysis:
Analysis of fifth grade teachers' science content knowledge, measured by scores on a science knowledge test, college science courses taken, self-reported science knowledge, and classroom observations of some teachers, to study effects of science content knowledge and a professional development intervention offered to teachers in the treatment group (including workshops, supports, and a science curriculum) on their students' performance on a high-stakes science standardized test

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