Table of Contents Author Guidelines Submit a Manuscript
Education Research International
Volume 2011 (2011), Article ID 908014, 8 pages
http://dx.doi.org/10.1155/2011/908014
Research Article

Designing Research-Based Professional Development for Elementary School Science and Mathematics

1Dewar College of Education, Valdosta State University, 1500 N. Patterson Street, Valdosta, GA 31698, USA
2John W. Renner Science Education Center, Jeannine Rainbolt College of Education, University of Oklahoma, Norman, OK 73019, USA
3Department of Middle, Secondary, Reading and Deaf Education, Dewar College of Education, Valdosta State University, 1500 N. Patterson Street, Valdosta, GA 31698, USA

Received 18 August 2010; Revised 16 December 2010; Accepted 7 February 2011

Academic Editor: Wayne Martino

Copyright © 2011 Brian L. Gerber et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Linked References

  1. L. M. Desimone, A. C. Porter, M. S. Garet, K. S. Yoon, and B. F. Birman, “Effects of professional development on teachers' instruction: results from a three-year longitudinal study,” Educational Evaluation and Policy Analysis, vol. 24, no. 2, pp. 81–112, 2002. View at Google Scholar · View at Scopus
  2. M. S. Garet, A. C. Porter, L. Desimone, B. F. Birman, and K. S. Yoon, “What makes professional development effective? Results from a national sample of teachers,” American Educational Research Journal, vol. 38, no. 4, pp. 915–945, 2001. View at Google Scholar · View at Scopus
  3. S. Loucks-Horsley, P. W. Hewson, N. Love, and K. E. Stiles, Designing Professional Development for Teachers of Science and Mathematics, Corwin, Thousand Oaks, Calif, USA, 1998.
  4. W. R. Penuel, B. J. Fishman, R. Yamaguchi, and L. P. Gallagher, “What makes professional development effective? Strategies that foster curriculum implementation,” American Educational Research Journal, vol. 44, no. 4, pp. 921–958, 2007. View at Publisher · View at Google Scholar · View at Scopus
  5. H. E. Quick, D. J. Holtzman, and K. R. Chaney, “Professional development and instructional practice: conceptions and evidence of effectiveness,” Journal of Education for Students Placed at Risk, vol. 14, no. 1, pp. 45–71, 2009. View at Publisher · View at Google Scholar
  6. D. Rice, “I didn't know oxygen could boil! What preservice and inservice elementary teachers' answers to ‘simple’ science questions reveals about their subject matter knowledge,” International Journal of Science Education, vol. 27, pp. 1059–1082, 2005. View at Google Scholar
  7. R. W. Bybee and P. Van Scotter, “Reinventing the science curriculum,” Educational Leadership, vol. 64, no. 4, pp. 43–47, 2006. View at Google Scholar · View at Scopus
  8. B. Lewthwaite, “‘It's more than knowing the science’: a case study in elementary science curriculum review,” Canadian Journal of Science, Mathematics, and Technology Education, vol. 5, no. 2, pp. 171–184, 2005. View at Google Scholar
  9. B. Alberts, “Restoring science to science education,” Issues in Science and Technology, vol. 25, no. 4, pp. 77–80, 2009. View at Google Scholar · View at Scopus
  10. C. A. Bell, S. M. Wilson, T. Higgins, and D. B. McCoach, “Measuring the effects of professional development on teacher knowledge: the case of developing mathematical ideas,” Journal for Research in Mathematics Education, vol. 41, pp. 479–512, 2010. View at Google Scholar
  11. T. Seidel and R. J. Shavelson, “Teaching effectiveness research in the past decade: the role of theory and research design in disentangling meta-analysis results,” Review of Educational Research, vol. 77, no. 4, pp. 454–499, 2007. View at Publisher · View at Google Scholar · View at Scopus
  12. A. Childs and J. McNicholl, “Investigating the relationship between subject content knowledge and pedagogical practice through the analysis of classroom discourse,” International Journal of Science Education, vol. 29, pp. 1629–1653, 2007. View at Publisher · View at Google Scholar
  13. M. Ozden, “The effect of content knowledge on pedagogical content knowledge: the case of teaching phases of matter,” Educational Sciences: Theory & Practice, vol. 8, pp. 633–645, 2008. View at Google Scholar
  14. K. Tobin and B. Fraser, “What does it mean to be an exemplary science teacher?” Journal of Research in Science Teaching, vol. 27, pp. 3–25, 1990. View at Google Scholar
  15. B. L. Gerber and A. Brovey, “Integrating technology and inquiry pedagogy: needs based professional development,” in Proceedings of the Association for Educational Communication and Technology International Conference, Atlanta, Ga, USA, 2001.
  16. B. L. Gerber and P. Gordon, “Inquiry mathematics teaching and technology integration,” in Proceedings of the Georgia Mathematics Staff Development Opportunities Conference, Athens, Ga, USA, 2002.
  17. E. A. Marek, “Genesis and evolution of the learning cycle,” in The World of Science Education: North America, K. Tobin and M. Roth, Eds., Sense Publishers, Rotterdam, The Netherlands, 2009. View at Google Scholar
  18. E. A. Marek, “Why the learning cycle?” Journal of Elementary Science Education, vol. 20, no. 3, pp. 63–69, 2008. View at Google Scholar
  19. National Research Council [NRC], National Science Education Standards, National Academy Press, Washington, DC, USA, 1996.
  20. National Council of Teachers of Mathematics [NCTM], Principles and Standards for School Mathematics, The National Council of Teachers of Mathematics, Reston, Va, USA, 2000.
  21. Georgia Department of Education, “Science: Georgia performance standards,” 2006, http://www.georgiastandards.org/Standards/Pages/BrowseStandards/ScienceStandardsK-5.aspx.
  22. Georgia Department of Education, “Mathematics: Georgia Performance Standards,” 2006, https://www.georgiastandards.org/Standards/Georgia%20Performance%20Standards/Math_3-5_9-11-08_REVISED_4-27-10[2].pdf.
  23. H. Coyle, “MOSART: misconceptions-oriented standards-based assessment resources for teachers,” Harvard College, August 2009, http://www.cfa.harvard.edu/smgphp/mosart/about_mosart.html.
  24. H. C. Hill and D. L. Ball, “Learning mathematics for teaching: results from California's mathematics professional development institutes,” Journal for Research in Mathematics Education, vol. 35, no. 5, pp. 330–351, 2004. View at Google Scholar · View at Scopus