The Effect of an Analysis-of-Practice, Videocase-Based, Teacher Professional Development Program on Elementary Students' Science Achievement

Taylor, J. Ashley; Roth, Kathleen J.; Wilson, Christopher D.; Stuhlsatz, Molly; Tipton, Elizabeth

doi:10.1080/19345747.2016.1147628

Cited by 40 publications

(33 citation statements)

References 53 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It refers to the value obtained for 0.552 significance far greater than 0.05 degrees of freedom. On the basis of this interpretation indicates that there is no significant effect between the level of science literacy of students with a readiness professional teacher [16] [17]. Further influence exerted by science literacy variable regression coefficient dala otherwise only obtained a value of 0.113 with a given level of contribution of 1.3% to support the readiness become professional teachers.…”

Section: Resultsmentioning

confidence: 99%

The Effect of Laboratory Processing Capability and Science Literacy Readiness of Professional Pre-Service Physics Teachers

Chusni¹,

Nurzaman²,

Agustina³

et al. 2019

Proceedings of the 6th International Conference on Educational Research and Innovation (ICERI 2018)

View full text Add to dashboard Cite

This research aims to describe the state of readiness of physics teachers' candidates are graduate from PTKIN to greet corporate world, especially in education. Aspects of observed in this research is effect of skill of laboratory processing and science literacy of quality physics teacher's candidate. The research was conducted by collecting related management data capabilities of laboratory and science literacy of students as graduate by PTKIN and to be a teacher. Subjects in the research are students of physical education at UIN Sunan Gunung Djati Bandung in three batches. The data in this research were collected by spearing the instruments in the form of a multiple-choice test and essay for determine the ability of students theatrically in the terms of management of laboratory and science literacy. Second instrument was a questionnaire the contains of the questionnaire were statements about attitude to do prospective teachers in the implementation of learning. The collected data were analyzed using multiple regression analysis to determine the effect of skill of laboratory processing(X1) to readiness professional physics teacher (Y) and the same analysis was also conducted to clarify the effect of the science literacy (X2) to readiness professional physic teachers (Y). The result of this research is expected to be referenced to make improvements in the course have a planning for prepare professional physic teachers. Generally, the research gives a conclusion that laboratory processing capability and science literacy do not give effect to readiness become a professional pre-service physics teacher.

show abstract

Section: Resultsmentioning

confidence: 99%

The Effect of Laboratory Processing Capability and Science Literacy Readiness of Professional Pre-Service Physics Teachers

Chusni¹,

Nurzaman²,

Agustina³

et al. 2019

Proceedings of the 6th International Conference on Educational Research and Innovation (ICERI 2018)

View full text Add to dashboard Cite

show abstract

“…Even though teacher candidates have successfully completed computer course techniques including video editing techniques and laboratory safety techniques including video editing techniques, they have difficulty in gathering the competencies they acquired in different courses in order to prepare an instructional material. In the video analysis studies that focus on decision making justification (Rich et al ., 2008), reflective thinking, teaching skills (Nagro et al, 2017) and science achievements (Taylor et al, 2017) , teacher candidates are expected to they were forced to demonstrate the knowledge, skills and abilities they were expected to acquire. It is also effective that that teacher candidates work in a way to produce a product as well as having the knowledge and skills expected to show a comfortable or compelling attitude about fulfilling their expectations (Masats & Dooly, 2011).…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Analysis of Laboratory Videos of Science Teacher Candidates with Many-Facet Rasch Measurement Model

Yüzüak¹,

Erten²,

Kara³

2019

Journal of Education in Science, Environment and Health

View full text Add to dashboard Cite

Aim of the present study is to analyze science teacher candidates' laboratory videos by using Many-facet Rasch model. Survey method was used in the study. The study was conducted in 2017-2018 academic year spring semester. Rasch model's surfaces are respectively: 9 juries, 13 science activities and 19 criteria. FACETS program was used for data analysis. Findings reveal that laboratory video, which was coded as SA8, was found to be the most successful and SA1 coded video was found the most unsuccessful with respect to criteria. The simplest articles which science teacher candidates were subjected are -introducing yourself‖, -using proper costume‖, -appropriate time‖ and the articles for which the science teacher candidates are constrained mostly -soundsupporting effect‖, -writing effect‖, -warning for security precautions‖. Jury numbered 3 or coded as J3 is -the most lenient‖ and scorer numbered 2 is -the severest‖ when juries are sequenced from the most lenient. Moreover, it could be said that, some of the jury members were extremely severe or lenient against some science activities according to bias analysis.

show abstract

“…Moreover, the effect of varying teacher support on student outcomes for these two different predictive practices is under-investigated. Often, researchers measure general science content knowledge (e.g., Diamond, Maerten-Rivera, Rohrer, & Lee, 2014;Doppelt et al, 2009;Radford, 1998) or overall knowledge about specific units (e.g., Heller, Daehler, Wong, Shinohara, & Miratrix, 2012;Taylor, Roth, Wilson, Stuhlsatz, & Tipton, 2016).…”

Section: The Importance Of Investigating the Effect Of Pd Variations mentioning

confidence: 99%

How much professional development is needed with educative curriculum materials? It depends upon the intended student learning outcomes

et al. 2017

View full text Add to dashboard Cite

There is little consensus on the kinds and amounts of teacher support needed to achieve desired student learning outcomes when mathematics is inserted into science classrooms. When supported by educative curriculum materials (ECM) and heavy investment in professional development (PD), teachers implementing a unit designed around mathematical modeling of scientific mechanisms substantially increased students’ ability to make both qualitative and quantitative predictions (Schuchardt & Schunn, 2016). Because of concerns about equitable access to support resources, we investigated whether variations in PD support while retaining ECM could differentially affect two student learning outcomes: Quantitative Predictions and Qualitative Predictions. Two contrasts were performed examining: (1) the effect of reducing PD and (2) whether eliminating PD entirely caused further harm to student learning. Reducing and eliminating PD had no significant effect on student gains in Qualitative Predictions, suggesting ECM can be sufficient for teachers to support student learning of conceptual science content. However, student gains in Quantitative Predictions decreased significantly upon reducing PD; eliminating PD did not cause significant additional decreases. Combined, these findings suggest that amount of face‐to face PD support necessary to achieve student‐learning gains can vary depending on whether the practice requires application of qualitative science content or quantitative reasoning.

show abstract

The Effect of an Analysis-of-Practice, Videocase-Based, Teacher Professional Development Program on Elementary Students' Science Achievement

Cited by 40 publications

References 53 publications

The Effect of Laboratory Processing Capability and Science Literacy Readiness of Professional Pre-Service Physics Teachers

The Effect of Laboratory Processing Capability and Science Literacy Readiness of Professional Pre-Service Physics Teachers

Analysis of Laboratory Videos of Science Teacher Candidates with Many-Facet Rasch Measurement Model

How much professional development is needed with educative curriculum materials? It depends upon the intended student learning outcomes

Contact Info

Product

Resources

About