Causal Mediation Mechanisms in Inquiry-Based Science Professional Development

• In Event: Innovation in Science Education and Evaluation

Abstract

Lack of quality teachers in science is a critical concern in the United States. A large body of research addresses teacher quality and effectiveness as key factors for students’ academic improvement. In spite of a great amount of investment by schools, districts, and federal government, we have a limited understanding of how teachers learn from professional development (Borko, 2004). It is thus meaningful to explain what factors influence impacts of professional development on teachers and students. This study examines the causal mediation mechanisms in teachers’ inquiry-based science professional development to provide a better understanding of teacher professional development using the causal mediation effect model recently developed by Imai, Keele, and Tingley (2010).

Author

• Sun Young Yoon, University of Wisconsin - Madison