Reformed-Based Science Instruction: The Impact of Professional Development on Teacher Self-Efficacy and Classroom Practice and Student Motivation and Achievement

• In Event: 26.079 - Roundtable Session 7
  In Roundtable Session: 26.079-18 - In-Service Professional Development

Abstract

The purpose of the study was to investigate the impact of professional development on teacher self-efficacy and classroom practice and student motivation and achievement. The researchers administered instruments to examine teacher self-efficacy and instruction and student motivation toward science learning and achievement. The findings suggest that while not all measures demonstrated a consistently positive impact of PD (i.e., self-efficacy, student motivation), the findings did reveal the positive impact of the PD on classroom instruction and student achievement. Preliminary discussion is provided as to possible reasons for the unpredicted findings related to self-efficacy and student motivation. This research is believed to have implications for the NGSS, since the PD investigated embodies research-based recommendations identified as supportive of the visions of NGSS.

Authors

• Todd Campbell, University of Connecticut

• Shiang-Kwei Wang, New York Institute of Technology

• Hui-Yin Hsu, New York Institute of Technology

• Daniel Coster, Utah State University

• Max L. Longhurst, Utah State University