The Impact of Curriculum-Based Professional Development on Science Instruction: Results from a Cluster-Randomized Trial

• In Event: Advancing Teachers Through Research

Abstract

This cluster-randomized trial investigated the effects of a 7-day curriculum-based professional development program on science teacher practice, as measured by the RTOP protocol. The professional development program focused on introducing teachers to the physical and philosophical components of the instructional materials as well as strengthening their content background and use of key instructional strategies essential to effective, high-fidelity use of the materials. The effects of the curriculum-based program on classroom practice, when compared to extant professional development experienced by the comparison group, were both statistically significant (p<.001) and practically significant with an effect size (g) = 2.45 standard deviations.

Authors

• Joseph Taylor, Biological Sciences Curriculum Study

• Susan M. Kowalski, BSCS Center for Research and Evaluation

• Steve Getty

• Christopher D. Wilson, Biological Sciences Curriculum Study

• Janet Carlson, Biological Sciences Curriculum Study