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Journal of Research in Science Teaching
written by Scott L. Adamson, Debra Banks, Mark Burtch, Frank Cox III, Eugene Judson, Jeffery B. Turley, Russell Benford, and Anton E. Lawson
The Arizona Collaborative for Excellence in the Preparation of Teachers (ACEPT) Program is one of several reform efforts supported by the National Science Foundation. The primary ACEPT reform mechanism has been month-long summer workshops in which university and community college science and mathematics faculty learn about instructional reforms and then attempt to apply them in their courses. Previous ACEPT evaluation efforts suggest that, when implemented, the reforms boost undergraduate student achievement. The initial purpose of the present study was to discover whether enrollment of preservice teachers in one or more of these reformed undergraduate courses is linked to the way they teach after they graduate and become in-service teachers. Assuming that a link is found, a second purpose was to discover whether the presumed positive effect is in turn linked to their students' achievement. In short, the answer appears to be yes, at least among the biology teachers and students surveyed. Compared with controls, the biology teachers who had enrolled in one or more ACEPT reformed course during their teacher preparation program demonstrated significantly higher scores on the measure of reformed instruction and their students demonstrated significantly higher achievement in terms of scientific reasoning, nature of science, and biology concepts. These results support the hypothesis that teachers teach as they have been taught. Furthermore, it appears that instructional reform in teacher preparation programs including both methods and major's courses can improve secondary school student achievement.
Journal of Research in Science Teaching: Volume 40, Issue 10, Pages 939-957
Subjects ADS Supplements Resource Types
Education - Applied Research
- Teacher Preparation
Education - Basic Research
- Research Design & Methodology
= Data
= Validity
- Sample Population
= Instructor: Pre-service
- Teacher Characteristics
= Affect
= Content Knowledge
= Pedagogical Content Knowledge
General Physics
- Scientific Reasoning
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Administrators
- Researchers
- Educators
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© 2003 Wiley Periodicals, Inc.
DOI:
10.1002/tea.10117
Keywords:
ACEPT program validity, reformed education, reformed physics education
Record Creator:
Metadata instance created May 18, 2022 by Sam McKagan
Record Updated:
June 13, 2022 by Caroline Hall
Last Update
when Cataloged:
December 2, 2003
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AIP Format
S. Adamson, D. Banks, M. Burtch, F. Cox III, E. Judson, J. Turley, R. Benford, and A. Lawson, , J. Res. Sci. Teaching 40 (10), 939 (2003), WWW Document, (https://doi.org/10.1002/tea.10117).
AJP/PRST-PER
S. Adamson, D. Banks, M. Burtch, F. Cox III, E. Judson, J. Turley, R. Benford, and A. Lawson, Reformed undergraduate instruction and its subsequent impact on secondary school teaching practice and student achievement, J. Res. Sci. Teaching 40 (10), 939 (2003), <https://doi.org/10.1002/tea.10117>.
APA Format
Adamson, S., Banks, D., Burtch, M., Cox III, F., Judson, E., Turley, J., Benford, R., & Lawson, A. (2003, December 2). Reformed undergraduate instruction and its subsequent impact on secondary school teaching practice and student achievement. J. Res. Sci. Teaching, 40(10), 939-957. Retrieved February 5, 2023, from https://doi.org/10.1002/tea.10117
Chicago Format
Adamson, S, D. Banks, M. Burtch, F. Cox III, E. Judson, J. Turley, R. Benford, and A. Lawson. "Reformed undergraduate instruction and its subsequent impact on secondary school teaching practice and student achievement." J. Res. Sci. Teaching. 40, no. 10, (December 2, 2003): 939-957, https://doi.org/10.1002/tea.10117 (accessed 5 February 2023).
MLA Format
Adamson, Scott L., Debra Banks, Mark Burtch, Frank Cox III, Eugene Judson, Jeffery B. Turley, Russell Benford, and Anton E. Lawson. "Reformed undergraduate instruction and its subsequent impact on secondary school teaching practice and student achievement." J. Res. Sci. Teaching 40.10 (2003): 939-957. 5 Feb. 2023 <https://doi.org/10.1002/tea.10117>.
BibTeX Export Format
@article{ Author = "Scott L. Adamson and Debra Banks and Mark Burtch and Frank Cox III and Eugene Judson and Jeffery B. Turley and Russell Benford and Anton E. Lawson", Title = {Reformed undergraduate instruction and its subsequent impact on secondary school teaching practice and student achievement}, Journal = {J. Res. Sci. Teaching}, Volume = {40}, Number = {10}, Pages = {939-957}, Month = {December}, Year = {2003} }
Refer Export Format

%A Scott L. Adamson %A Debra Banks %A Mark Burtch %A Frank Cox III %A Eugene Judson %A Jeffery B. Turley %A Russell Benford %A Anton E. Lawson %T Reformed undergraduate instruction and its subsequent impact on secondary school teaching practice and student achievement %J J. Res. Sci. Teaching %V 40 %N 10 %D December 2, 2003 %P 939-957 %U https://doi.org/10.1002/tea.10117 %O application/pdf

EndNote Export Format

%0 Journal Article %A Adamson, Scott L. %A Banks, Debra %A Burtch, Mark %A Cox III, Frank %A Judson, Eugene %A Turley, Jeffery B. %A Benford, Russell %A Lawson, Anton E. %D December 2, 2003 %T Reformed undergraduate instruction and its subsequent impact on secondary school teaching practice and student achievement %J J. Res. Sci. Teaching %V 40 %N 10 %P 939-957 %8 December 2, 2003 %U https://doi.org/10.1002/tea.10117


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