Differential effects of three professional development models on teacher knowledge and student achievement in elementary science

By Joan I. Heller, Kirsten R. Daehler, Nicole Wong, Mayumi Shinohara, Luke W. Miratrix. 2012

267 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/d86327c513085589dbe731f3e8d0e041bc65d885

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In Developmental and Educational Psychology

In Education

Citations in the corpus

A review of research on metacognition in science education: current and future directions (2013, background): “We found that in nine papers metacognition was related to consolidating various elements of teachers’ and prospective teachers’ pedagogical knowledge of topics not explicitly related to metacognitive instruction, such as teachers’ metacognitive analysis of own learning (Heller et al., 2012).”
Critical Incidents in the Development of Pedagogical Content Knowledge for Teaching the Nature of Science: A Prospective Elementary Teacher’s Journey (2013, background): “Recent research (Heller et al. 2012) has demonstrated the effectiveness of professional development for inservice teachers that similarly incorporates analysis of student conceptual understandings and implications for instruction in leading to favorable impacts on student learning.”
Lesson study design features for supporting collaborative teacher learning (2019, background): “…on collaborative teacher learning either applied survey methods (Doppenberg et al., 2012; Ronfeldt et al., 2015) or conducted experimental or quasi-experimental studies of collaboration-based teacher professional development programs (Heller et al., 2012; Saunders et al., 2009; Saxe et al., 2001).”
How Does Professional Development Improve Teaching? (2016, background): “Many authors of PD studies reviewed here (e.g., Greenleaf et al., 2011; Heller et al., 2012; Niess, 2005) cite the importance of content knowledge as a rationale for their programs.”
Experimental Evaluations of Elementary Science Programs: A Best-Evidence Synthesis (2014, methodology): “Students were pretested and then posttested on a test “…designed to measure a Making Sense of SCIENCE content framework…” (Heller et al., 2012, p. 344).”