The Effects of Professional Development on Science Teaching Practices and Classroom Culture

By J. Supovitz, H. Turner. 2000

988 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/582a9f7934df6876ca62e7de6b2f97d52164b4f6

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In Education

In General Agricultural and Biological Sciences

Citations in the corpus

Studying Teachers’ Sensemaking to Investigate Teachers’ Responses to Professional Development Focused on New Standards (2015, background): “…from implementation research on earlier generations of standards in mathematics and science education are a guide (Garet et al., 2001; Spillane, Reiser, & Gomez, 2006; Supovitz & Turner, 2000), providing PD and supports for individual teachers will be a critical condition for the success of NGSS.”
Professional Development and Instructional Practice: Conceptions and Evidence of Effectiveness (2009, background): “…over an extended period of time—that is, of sufficient duration and intensity—allows for more time for discussions about the content and how students learn, as well as for more opportunities for active learning (Cohen & Hill, 2000; Garet et al., 2001; O’Connor, 1999; Supovitz & Turner, 2000).”
A Study of the Effect of Sustained, Whole-School Professional Development on Student Achievement in Science (2007, methodology): “As discussed in the literature (Johnson, 2006; Supovitz & Turner, 2000 ), changes in instructional practice, associated with participation in a professional development experience, require time to be transferred effectively into practice.”
K-12 Science and Mathematics Teachers’ Beliefs About and Use of Inquiry in the Classroom (2009, background): “First, professional training programs that lack a long-term sustained commitment to change are not likely to significantly affect teacher practice and thus student learning ( Supovitz & Turner, 2000 ).”
Scaling Up Instructional Improvement through Teacher Professional Development: Insights from the Local Systemic Change Initiative. CPRE Policy Briefs. RB-44. (2006, result): “These findings are consistent with those of other studies, including a secondary analysis of the National Science Foundation (NSF) project that is the subject of this brief (Supovitz & Turner, 2000).”
Large‐scale science education intervention research we can use (2012, background): “…to high-quality curriculum materials and teaching and that make it less likely, for example, that low-income students of color will have new curriculum materials or a teacher who employs reform teaching strategies, such as inquiry-oriented instruction (Smith et al., 2007; Supovitz & Turner, 2000).”
Case‐based Long‐term Professional Development of Science Teachers (2005, neutral): “Different programs emphasize content knowledge, pedagogical content knowledge, building communities of practitioners, and building on teachers’ beliefs (Bell & Gilbert, 1996 ; Guskey, 1986; Marx et al, 1998 ; NRC, 1996 ; Supovitz & Turner, 2000 ).”
Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds (2017, background): “In studies with a reported effect on student achievement, teachers were engaged, on average, in more than 80 h of PD (Supovitz & Turner, 2000).”
Professional Development Programs for Elementary Science Teachers: An Analysis of Teacher Self-Efficacy Beliefs and a Professional Development Model (2002, background): “effective professional staff development programs, Reys et. al. (1997) identified factors of successful staff development programs, the professional development strategies promoted by Loucks-Horsley et al. (1998), the National Research Council’s (1999) strategies for effective learning experiences f”
Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform (2018, background): “While similar studies also rely on self-reported data (Banilower et al., 2007; Garet et al., 2001; Supovitz & Turner, 2000), its validity and reliability remain unclear (e.g., Desimone, Smith, & Frisvold, 2010).”
Preparing Teachers to Design Instruction for Deep Understanding in Middle School Earth Science (2009, background): “But studies of multiple teachers have tended to rely extensively on survey self-report measures to estimate the impacts of professional development on instruction (eg, Garet, Porter, Desimone, Birman, & Yoon, 2001 ; Supovitz & Turner, 2000 ).”