AERA Open: One Program Fits All? Patterns and Outcomes of Professional Development During a Large-Scale Reform in a High-Stakes Science Curriculum

Principal Investigator(s):  View help for Principal Investigator(s) Hübner Nicolas, University of Tübingen; Fischer Christian , University of Tübingen; Fishman Barry, University of Michigan; Lawrenz Frances, University of Minnesota; Eisenkraft Arthur, University of Massachusetts at Boston

Version:  View help for Version V1

Name File Type Size Last Modified
AP_Biology_Survey_-_2015_NEW_teachers.pdf application/pdf 593.1 KB 06/06/2021 11:46:PM
Info data.pdf application/pdf 72.2 KB 06/07/2021 12:49:AM
Mplus_IRT model.txt text/plain 1.7 KB 06/07/2021 12:19:AM
Mplus_Multinomial model.txt text/plain 497 bytes 06/07/2021 12:46:AM

Project Citation: 

Nicolas, Hübner, Christian , Fischer, Barry, Fishman, Frances, Lawrenz, and Arthur, Eisenkraft. AERA Open: One Program Fits All? Patterns and Outcomes of Professional Development During a Large-Scale Reform in a High-Stakes Science Curriculum. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2021-06-07. https://doi.org/10.3886/E142161V1

Project Description

Summary:  View help for Summary When translating large-scale policy changes into educational practice, classroom-level implementation is crucial and dependent on teachers’ capabilities. Most research underscores the importance of professional development (PD) as a proximal factor to achieve educational change. Connected to the recent Advanced Placement (AP) science examination reform, this large-scale quantitative study (NTeachers = 9,096; NStudents = 197,589) investigates teacher participation in different PD formats (i.e., face-to-face, online, materials) and their associations with teacher- and student-level outcomes. We found that teacher characteristics (e.g., gender and administrative support) were associated with the choice of the PD format. We also found AP subscore differences between students of teachers who participated in different PD formats. Furthermore, teachers who participated in formal PD activities tended to report higher challenges with the AP reform. Thus, this study encourages PD providers to implement changes alongside a variety of PD programs to account for the potential differential benefits for teachers.





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