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Abstract Title: The Association Between Sustained Professional Development and Physics Learning
Abstract: This study investigates the association between involvement with sustained professional development (PD) and students' physics learning for teachers engaging with the Physics through Evidence, Empowerment through Reasoning (PEER) curricular suite. PEER supports high school teachers attempting to align their instruction with the Next Generation Science Standards (NGSS) through collaborative engagement with curricular materials, sustained PD, and three-dimensional assessments. Using data collected from 21 teachers and employing hierarchical linear modeling, we examine whether variation in PD participation is predictive of students' gains on a conceptual examination of physics learning. Findings indicate that attending a PEER PD session was associated with a 1.46% positive difference in average gain scores, when controlling for teacher characteristics. PD attendance also explained 49.48% of between-teacher variation in conceptual gains. These results emphasize the efficacy of sustained PD for increasing student learning in NGSS-aligned courses.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: B91
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: William Lindsay
University of Colorado Boulder
Golden, CO 80403
Phone: 7209893483
and Co-Presenter(s)
Sari Widman, University of Colorado Boulder
Mathew Garcia, University of Colorado Boulder