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

doi:10.1016/j.tate.2018.02.011

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

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84 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 language	English (US)
Pages (from-to)	107-121
Number of pages	15
Journal	Teaching and Teacher Education
Volume	72
DOIs	https://doi.org/10.1016/j.tate.2018.02.011
State	Published - May 2018

Bibliographical note

Funding Information:
The authors thank the following people for their contributions to this work: Amy Wheelock and Ted Gardella of the College Board, former members of the research team Yueming Jia and Janna Fuccillo Kook, and the thousands of AP teachers who helped shape and participated in this project. This work is supported by the National Science Foundation through the Discovery Research PreK-12 program (DRK-12), Award 1221861 . The views contained in this article are those of the authors, and not their institutions, the College Board, or the National Science Foundation.

Funding Information:
The authors thank the following people for their contributions to this work: Amy Wheelock and Ted Gardella of the College Board, former members of the research team Yueming Jia and Janna Fuccillo Kook, and the thousands of AP teachers who helped shape and participated in this project. This work is supported by the National Science Foundation through the Discovery Research PreK-12 program (DRK-12), Award 1221861. The views contained in this article are those of the authors, and not their institutions, the College Board, or the National Science Foundation.

Publisher Copyright:
© 2018 Elsevier Ltd

Keywords

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

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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Fischer, C., Fishman, B., Dede, C., Eisenkraft, A., Frumin, K., Foster, B., Lawrenz, F., Levy, A. J., & McCoy, A. (2018). Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform. Teaching and Teacher Education, 72, 107-121. https://doi.org/10.1016/j.tate.2018.02.011

Fischer, C, Fishman, B, Dede, C, Eisenkraft, A, Frumin, K, Foster, B, Lawrenz, F, Levy, AJ & McCoy, A 2018, 'Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform', Teaching and Teacher Education, vol. 72, pp. 107-121. https://doi.org/10.1016/j.tate.2018.02.011

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

Abstract

Bibliographical note

Keywords

UN SDGs

Access

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