The Experts below are selected from a list of 94125 Experts worldwide ranked by ideXlab platform
Anita Tseng - One of the best experts on this subject based on the ideXlab platform.
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impacts of a practice based Professional Development Program on elementary teachers facilitation of and student engagement with scientific argumentation
American Educational Research Journal, 2019Co-Authors: Jonathan Osborne, Hilda Borko, Evan J Fishman, Florencia Gomez Zaccarelli, Eric Berson, K C Busch, Emily Reigh, Anita TsengAbstract:This article reports an investigation of a Professional Development Program to enhance elementary teachers’ ability to engage their students in argument from evidence in science. Using a quasi-expe...
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a practice based Professional Development Program to support scientific argumentation from evidence in the elementary classroom
Journal of Science Teacher Education, 2017Co-Authors: Evan J Fishman, Jonathan Osborne, Hilda Borko, Emily Reigh, Anita Tseng, Florencia Gomez, Stephanie Rafanelli, Susan Million, Eric BersonAbstract:ABSTRACTConsiderable evidence suggests that dialogical interaction in the classroom promotes students’ scientific knowledge building and reasoning. Hence, scientific argumentation is recognized as a central component of the Next Generation Science Standards. A focus on argumentation, however, requires teachers to adopt instructional practices that facilitate this type of discourse. Therefore, the study reported here examined the impact of a practice-based Professional Development (PD) Program on the scientific discourse practices of teachers and their students. Two cohorts of elementary school teachers attended different versions of the PD: 1 cohort attended the full Program (institute, practicum, and follow-up sessions), whereas the other took part in the institute and follow-up days but did not take part in the practicum. We found that all teachers and their students, regardless of the cohort, made statistically significant improvements in their science discourse practices after attending the PD. An une...
Eric Berson - One of the best experts on this subject based on the ideXlab platform.
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impacts of a practice based Professional Development Program on elementary teachers facilitation of and student engagement with scientific argumentation
American Educational Research Journal, 2019Co-Authors: Jonathan Osborne, Hilda Borko, Evan J Fishman, Florencia Gomez Zaccarelli, Eric Berson, K C Busch, Emily Reigh, Anita TsengAbstract:This article reports an investigation of a Professional Development Program to enhance elementary teachers’ ability to engage their students in argument from evidence in science. Using a quasi-expe...
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a practice based Professional Development Program to support scientific argumentation from evidence in the elementary classroom
Journal of Science Teacher Education, 2017Co-Authors: Evan J Fishman, Jonathan Osborne, Hilda Borko, Emily Reigh, Anita Tseng, Florencia Gomez, Stephanie Rafanelli, Susan Million, Eric BersonAbstract:ABSTRACTConsiderable evidence suggests that dialogical interaction in the classroom promotes students’ scientific knowledge building and reasoning. Hence, scientific argumentation is recognized as a central component of the Next Generation Science Standards. A focus on argumentation, however, requires teachers to adopt instructional practices that facilitate this type of discourse. Therefore, the study reported here examined the impact of a practice-based Professional Development (PD) Program on the scientific discourse practices of teachers and their students. Two cohorts of elementary school teachers attended different versions of the PD: 1 cohort attended the full Program (institute, practicum, and follow-up sessions), whereas the other took part in the institute and follow-up days but did not take part in the practicum. We found that all teachers and their students, regardless of the cohort, made statistically significant improvements in their science discourse practices after attending the PD. An une...
Sherri K Prosser - One of the best experts on this subject based on the ideXlab platform.
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incorporating practitioner inquiry into an online Professional Development Program the prime online experience
Professional Development in Education, 2017Co-Authors: Nancy Fichtman Dana, Stephen J Pape, Cynthia C Griffin, Sherri K ProsserAbstract:Engagement in practitioner inquiry by classroom teachers is a promising mechanism for teacher Professional learning. While much has been learned about the positive role inquiry can play in traditional Professional Development efforts, we know less about the impact of inquiry in a rapidly advancing technological age that includes the proliferation of online Professional Development institutes and Programs. The purpose of this article is to explore the role of inquiry in online Professional Development by providing a detailed description of a year-long Program called Prime Online. Supported by US federal funding, this Program was designed to help teachers develop the mathematics content and pedagogical content knowledge necessary to implement research-based practices in inclusive elementary classrooms within a framework of practitioner inquiry. A detailed description of this Program is presented followed by an examination of the inquiry projects completed by the participants. Implications of this effort for...
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prime online developing grades 3 5 teachers content knowledge for teaching mathematics in an online Professional Development Program
Contemporary Issues in Technology and Teacher Education, 2015Co-Authors: Stephen J Pape, Sherri K Prosser, Cynthia C Griffin, Nancy Fichtman Dana, James Algina, Jungah BaeAbstract:This study sought to identify components of an asynchronous online teacher Professional Development Program, Prime Online, that potentially affected participants’ mathematical knowledge for teaching (MKT). Twenty-three third- through fifth-grade general education and special education teachers completed a yearlong online teacher Professional Development Program focused on improving MKT, instructional practices for all learners (particularly those with disabilities), and practitioner inquiry. Latent growth modeling and focus group data indicated growth in participants’ content knowledge and initial growth in knowledge of students from pretest to midtest, with a decline at the end of the Program. Module components are described to highlight the online teacher Professional Development Program structure and specific activities that potentially supported participants’ growth. Mathematical modeling, engaging with practitioner-focused journals and websites, developer-constructed materials, classroom implementation, and reflection and discussion provided participants with the opportunities for Professional Development resulting in increased MKT.
Catherine E Snow - One of the best experts on this subject based on the ideXlab platform.
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experimental impacts of a teacher Professional Development Program in early childhood on explicit vocabulary instruction across the curriculum
Early Childhood Research Quarterly, 2016Co-Authors: Jocelyn Bonnes Bowne, Hirokazu Yoshikawa, Catherine E SnowAbstract:Abstract This study evaluates the effects of a coaching-based teacher Professional Development Program on Chilean kindergarten teachers’ explicit vocabulary instruction. Classroom videotapes gathered during the cluster-randomized evaluation of the Un Buen Comienzo (UBC) Program were analyzed to identify the intervention impacts of training. The offer of training increased the probability that literacy instruction would occur by 26 percent and that vocabulary support would be provided during literacy by 25 percent. Controlling for the presence of literacy instruction, training increased literacy instruction by 13.68 min and increased vocabulary support during literacy by 2.87 min. However, training reduced the probability that other-topic instruction would occur by 25 percent and the probability of vocabulary support during other topics by 39 percent. Implications for the scope and focus of language-based teacher Professional Development are discussed.
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opening the black box intervention fidelity in a randomized trial of a preschool teacher Professional Development Program
Journal of Educational Psychology, 2016Co-Authors: Susana Mendive, Hirokazu Yoshikawa, Christina Weiland, Catherine E SnowAbstract:Un Buen Comienzo [A Good Start] was a Professional Development Program implemented with prekindergarten and kindergarten teachers in Chilean public schools serving low-income families. In a randomized trial, the Program showed moderate to large impacts on classroom quality but no impacts on targeted child outcomes. To unpack these findings, we examined intervention fidelity (IF) in both treatment and control groups. Specifically, the study examined (a) whether teachers in the treatment group showed greater fidelity to teaching practices prescribed by the intervention, as measured by dosage and adherence, at the end of prekindergarten and the end of kindergarten, than their control-group counterparts; and (b) whether language and literacy instructional dosage predicted gains in children’s language and literacy outcomes at the end of prekindergarten and the end of kindergarten. IF data were coded minute by minute from videotapes of study classrooms collected at the beginning of prekindergarten, the end of prekindergarten, and the end of kindergarten. There were significant and large impacts of the intervention on dosage and adherence. Additionally, small but statistically significant associations were found between 2-year accumulated overall Program dosage and children’s reading and writing skills at the end of kindergarten. Results reveal that teacher practices changed in response to the intervention, but that increases in time spent on language and literacy instruction were not very substantial. This pattern may explain the absence of an overall impact on children’s skills in the experimental study. Findings have implications for the design of both future preschool interventions and IF studies. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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experimental impacts of a teacher Professional Development Program in chile on preschool classroom quality and child outcomes
Developmental Psychology, 2015Co-Authors: Hirokazu Yoshikawa, Catherine E Snow, Diana Leyva, Ernesto Trevino, Clara M Barata, Christina Weiland, Celia J Gomez, Lorenzo Moreno, Andrea Rolla, Nikhit DsaAbstract:We assessed impacts on classroom quality and on 5 child language and behavioral outcomes of a 2-year teacher Professional-Development Program for publicly funded prekindergarten and kindergarten in Chile. This cluster-randomized trial included 64 schools (child N = 1,876). The Program incorporated workshops and in-classroom coaching. We found moderate to large positive impacts on observed emotional and instructional support as well as classroom organization in prekindergarten classrooms after 1 year of the Program. After 2 years of the Program, moderate positive impacts were observed on emotional support and classroom organization. No significant Program impacts on child outcomes were detected at posttest (1 marginal effect, an increase in a composite of self-regulation and low problem behaviors, was observed). Professional Development for preschool teachers in Chile can improve classroom quality. More intensive curricular approaches are needed for these improvements to translate into effects on children.
Jonathan Osborne - One of the best experts on this subject based on the ideXlab platform.
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impacts of a practice based Professional Development Program on elementary teachers facilitation of and student engagement with scientific argumentation
American Educational Research Journal, 2019Co-Authors: Jonathan Osborne, Hilda Borko, Evan J Fishman, Florencia Gomez Zaccarelli, Eric Berson, K C Busch, Emily Reigh, Anita TsengAbstract:This article reports an investigation of a Professional Development Program to enhance elementary teachers’ ability to engage their students in argument from evidence in science. Using a quasi-expe...
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a practice based Professional Development Program to support scientific argumentation from evidence in the elementary classroom
Journal of Science Teacher Education, 2017Co-Authors: Evan J Fishman, Jonathan Osborne, Hilda Borko, Emily Reigh, Anita Tseng, Florencia Gomez, Stephanie Rafanelli, Susan Million, Eric BersonAbstract:ABSTRACTConsiderable evidence suggests that dialogical interaction in the classroom promotes students’ scientific knowledge building and reasoning. Hence, scientific argumentation is recognized as a central component of the Next Generation Science Standards. A focus on argumentation, however, requires teachers to adopt instructional practices that facilitate this type of discourse. Therefore, the study reported here examined the impact of a practice-based Professional Development (PD) Program on the scientific discourse practices of teachers and their students. Two cohorts of elementary school teachers attended different versions of the PD: 1 cohort attended the full Program (institute, practicum, and follow-up sessions), whereas the other took part in the institute and follow-up days but did not take part in the practicum. We found that all teachers and their students, regardless of the cohort, made statistically significant improvements in their science discourse practices after attending the PD. An une...
