An exploratory study of the impact of two versions of inquiry-based science program professional development on teachers' perceptions of their Pedagogical Content Knowledge
An exploratory study of the impact of two versions of inquiry-based science program professional development on teachers' perceptions of their Pedagogical Content Knowledge
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2008
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Scarlett, Thomas, III
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This study compares two models of professional development (PD) for middle-school science teachers and the effect upon their self-reported Pedagogical Content Knowledge. The first model consisted of five days in laboratory, multi-media support and an on-line class. The second model consisted often days in the laboratory and telephone follow-up support. This study reviews the roots of research of Pedagogical Content Knowledge and existing models. For the purpose of the evaluation of the professional development, a new model was developed. The new transactional model is based upon nine underlying constructs. A survey instrument was developed and piloted on 51 teachers experienced with the content and methods taught in the professional development institutes. The instrument was revised to 43 items and given as a pretest and a posttest to 37 teachers participating in the institutes. In the shorter, enhanced version of the PD (Treatment 1) there were 20 participants, and in the original longer version of PD (Treatment 2), there were 16 participants. The pretest was administered the first day of the institutes and the posttest one semester later. Analysis of the data was done by the use of multiple-group structural equation modeling. By comparing the factors with this method, there was adjustment for errors in each item. Analysis suggests no difference in effect between treatment groups. There was significant difference (p < 0.10) between pretest and posttest means on two constructs for treatment group. Further study for the refinement and expansion of instrument and the editing of the professional development scheduled topics are suggested.
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Thesis (Ph.D.)--University of Hawaii at Manoa, 2008.
This study compares two models of professional development (PD) for middle-school science teachers and the effect upon their self-reported Pedagogical Content Knowledge. The first model consisted of five days in laboratory, multi-media support and an on-line class. The second model consisted of ten days in the laboratory and telephone follow-up support. This study reviews the roots of research of Pedagogical Content Knowledge and existing models. For the purpose of the evaluation of the professional development, a new model was developed. The new transactional model is based upon nine underlying constructs. A survey instrument was developed and piloted on 51 teachers experienced with the content and methods taught in the professional development institutes. The instrument was revised to 43 items and given as a pretest and a posttest to 37 teachers participating in the institutes. In the shorter, enhanced version of the PD (Treatment 1) there were 20 participants, and in the original longer version of PD (Treatment 2), there were 16 participants. The pretest was administered the first day of the institutes and the posttest one semester later. Analysis of the data was done by the use of multiple-group structural equation modeling. By comparing the factors with this method, there was adjustment for errors in each item. Analysis suggests no difference in effect between treatment groups. There was significant difference (p < 0.10) between pretest and posttest means on two constructs for treatment group. Further study for the refinement and expansion of instrument and the editing of the professional development scheduled topics are suggested.
Includes bibliographical references (leaves 92-102).
Also available by subscription via World Wide Web
108 leaves, bound 29 cm
This study compares two models of professional development (PD) for middle-school science teachers and the effect upon their self-reported Pedagogical Content Knowledge. The first model consisted of five days in laboratory, multi-media support and an on-line class. The second model consisted of ten days in the laboratory and telephone follow-up support. This study reviews the roots of research of Pedagogical Content Knowledge and existing models. For the purpose of the evaluation of the professional development, a new model was developed. The new transactional model is based upon nine underlying constructs. A survey instrument was developed and piloted on 51 teachers experienced with the content and methods taught in the professional development institutes. The instrument was revised to 43 items and given as a pretest and a posttest to 37 teachers participating in the institutes. In the shorter, enhanced version of the PD (Treatment 1) there were 20 participants, and in the original longer version of PD (Treatment 2), there were 16 participants. The pretest was administered the first day of the institutes and the posttest one semester later. Analysis of the data was done by the use of multiple-group structural equation modeling. By comparing the factors with this method, there was adjustment for errors in each item. Analysis suggests no difference in effect between treatment groups. There was significant difference (p < 0.10) between pretest and posttest means on two constructs for treatment group. Further study for the refinement and expansion of instrument and the editing of the professional development scheduled topics are suggested.
Includes bibliographical references (leaves 92-102).
Also available by subscription via World Wide Web
108 leaves, bound 29 cm
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Theses for the degree of Doctor of Philosophy (University of Hawaii at Manoa). Education; no. 5074
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