Characteristics of professional development that effect change in secondary science teachers' classroom practices

By Bobby Jeanpierre, K. Oberhauser, C. Freeman. 2005

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Teachers’ Pedagogical Content Knowledge of Scientific Argumentation: The Impact of Professional Development on K–12 Teachers (2013, background): “Previous research in science education has found that engaging teachers in inquiry-based (Jeanpierre et al., 2005) or reform-based professional development (Banilower, Heck, & Weiss, 2007) can impact teachers and their classroom practices.”
A Review of Empirical Literature on Inquiry Professional Development: Alignment with Best Practices and a Critique of the Findings (2012, methodology): “Jeanpierre et al. (2005) JRST—”
Factors Affecting the Implementation of Argument in the Elementary Science Classroom. A Longitudinal Case Study (2009, background): “As teachers are asked to shift these practices, it is important to study the necessary support that experienced teachers need to accomplish this change ( Jeanpierre et al. 2005 ).”
Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009, background): “…2002; Wenglinsky, 2002); professional development and teachers’ practice (Fishman, Marx, Best, & Tal, 2003; Heck, Banilower, Weiss, & Rosenberg, 2008; Jeanpierre et al., 2005; Supovitz & Turner, 2000); and professional development and student achievement (Angrist & Lavy, 2001; Bressoux, 1996;…”