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  1. Susan Sunbury
  2. Project Manager
  3. Presenter’s NSFRESOURCECENTERS
  4. Center for Astrophysics Harvard & Smithsonian CFA...
  1. Cynthia Crockett
  2. Science Education Specialist, Research Associate
  3. Presenter’s NSFRESOURCECENTERS
  4. Center for Astrophysics Harvard & Smithsonian CFA...
  1. Jacqueline Doyle
  2. Presenter’s NSFRESOURCECENTERS
  3. Center for Astrophysics Harvard & Smithsonian CFA...
Facilitators’
Choice

Professional Development Models and Outcomes for Science Teachers (PDMOST)

NSF Awards: 1417438

2019 (see original presentation & discussion)

Adult learners

What features of professional development programs are the most effective at improving science teacher knowledge? This project aimed to find out by recruiting a national sample of over 200 summer PD programs and surveying over 1800 participating educators at the beginning and end of these programs. The surveys collected data about teachers’ experiences in these programs and assessed their science content knowledge and knowledge of student misconceptions, using items from our MOSART (Misconceptions-Oriented Standards-Based Assessment Resources for Teachers) test inventory. Using a common assessment tool allowed us to compare results from numerous professional development programs varying in length, complexity and approach. We found several aspects of PD programs that were associated with improved teacher subject matter knowledge and knowledge of student misconceptions. The largest gains were linked to the amount of time that PD providers spent teaching foundational science concepts.

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