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Journal of Science Teacher Education

Erschienen in:

01.04.2011

The Effective Research-Based Characteristics of Professional Development of the National Science Foundation’s GK-12 Program

verfasst von: Peter C. Cormas, James P. Barufaldi

Erschienen in: Journal of Science Teacher Education | Ausgabe 3/2011

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Abstract

This study investigates the effective research-based characteristics of professional development (ERBCPD) of the National Science Foundation’s GK-12 Program—a program which partners institutions of higher education with local school districts and places science, technology, engineering, and mathematics graduates in the K-12 classroom with teachers. Final evaluations of 26 GK-12 sites were analyzed with a priori and emergent content analyses, which included rigorous inter- and intra-reliability testing. The results of the a priori analysis demonstrated that the GK-12 program incorporates all ERBCPD, but to drastically varying degrees (76–5%). The a priori characteristics that appeared most often were “Treats Fellows as professionals,” and “Professional development is on-going.” The two emergent characteristics included “Improves communication skills” and “Has real world application.”

Vorheriger Artikel Addressing Equity and Diversity with Teachers Though Informal Science Institutions and Teacher Professional Development

Nächster Artikel Developing a Web-Based Mechanism for Assessing Teacher Science Content Knowledge

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Titel: The Effective Research-Based Characteristics of Professional Development of the National Science Foundation’s GK-12 Program
verfasst von: Peter C. Cormas
James P. Barufaldi
Publikationsdatum: 01.04.2011
Verlag: Springer Netherlands
Erschienen in: Journal of Science Teacher Education / Ausgabe 3/2011
Print ISSN: 1046-560X
Elektronische ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-011-9228-1

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