Linking teacher and student learning to improve professional development in systemic reform

Teaching and Teacher Education

Volumn 19, Issue 6, 2003, Pages 643-658

  Fishman, Barry J ^a   Marx, Ronald W ^a   Best, Stephen ^a   Tal, Revital T ^b  

^a UNIVERSITY OF MICHIGAN   (United States)

^b NONE

Author keywords

Educational change; Inservice teacher education; Professional development; Systemic reform; Teacher learning

Indexed keywords

EID: 0042074623     PISSN: 0742051X     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0742-051X(03)00059-3     Document Type: Article

References (53)

1. American Association for the Advancement of Science. (1993). Benchmarks for science literacy, Project 2061. New York: Oxford University Press
2. Anderson R.D. Helms J.V. The ideal of standards and the reality of schools: Needed research Journal of Research in Science Teaching 38 1 2001 3-16
3. Ball D.L. Cohen D.K. Reform by the book: What is-or might be-the role of curriculum materials in teacher learning and instructional reform? Educational Researcher 25 9 1996 6-8
4. Birman, B. F., Desimone, L., & Porter, A. (2000, May). Designing professional development that works. Educational Leadership, 57, 28-33.
5. Blumenfeld P. Fishman B. Krajcik J.S. Marx R.W. Soloway E. Creating usable innovations in systemic reform: Scaling-up technology-embedded project-based science in urban schools Educational Psychologist 35 3 2000 149-164
6. Blumenfeld P. Soloway E. Marx R.W. Krajcik J.S. Guzdial M. Palincsar A. Motivating project-based learning: Sustaining the doing, supporting the learning Educational Psychologist 26 3,4 1991 369-398
7. Bobrowsky, W., Marx, R. W., & Fishman, B. (2001, March). The empirical base for professional development in science education: Moving beyond volunteers. Paper presented at the Annual Meeting of the National Association of Research in Science Teaching, St. Louis, Missouri.
8. Brunvand S. Fishman B. Marx R.W. Maybaum J. Teacher expectations of online professional development In Bell P. Stevens R. Satwicz T. (Eds.) International conference of the learning sciences (ICLS) 2002 516-517 Erlbaum Mahwah, NJ
9. Calderhead, J. (1996). Teachers: Beliefs and knowledge. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 709-725). New York: Simon & Schuster Macmillan.
10. Carpenter T.P. Fennema E. Franke M.L. Cognitively guided instruction: A knowledge base for reform in primary mathematics instruction Elementary School Journal 97 1996 3-20
11. CEO Forum on Education and Technology. (1999). Professional development: A link to better learning (Year Two Report). Washington, DC: CEO Forum on Education and Technology.
12. Clark R.E. Reconsidering research on learning from media Review of Educational Research 53 4 1983 445-459
13. Cohen, D. K., & Ball, D. L. (1999). Instruction, capacity, and improvement (CPRE Research Report Series No. RR-043). Philadelphia, PA: University of Pennsylvania Consortium for Policy Research in Education.
14. Committee on Science and Mathematics Teacher Preparation. (2001). Educating teachers of science, mathematics, and technology: New practices for the new millennium. Washington, DC: National Academy Press.
15. Costa, A. L., & Kallick, B. (1993, October). Through the lens of a critical friend. Educational Leadership, 49-51.
16. Czerniak, C. M., Haney, J. J., Lumpe, A. T., & Beck, J. (1998, April). Teachers' beliefs about using educational technology in the science classroom. Paper presented at the National Association for Research on Science Teaching, San Diego, CA.
17. Dwyer, D. C., Ringstaff, C., & Sandholtz, J. H. (1991, May). Changes in teachers' beliefs and practices in technology-rich classrooms. Educational Leadership, 45-52.
18. Fenstermacher, G. D. (1994). The knower and the known: The nature of knowledge in research on teaching. In L. Darling-Hammond (Ed.), Review of research in education, Vol. 20 (pp. 3-56). Washington, DC: American Educational Research Association.
19. Fishman B. Krajcik J.S. What does it mean to create sustainable science curriculum innovations? Science Education 87 4 2003 564-573
20. Frechtling, J. A., Sharp, L., Carey, N., & Vaden-Kiernan, N., 1995. Teacher enhancement programs: A perspective on the last four decades. Retrieved April 10, 2002, from http://www.ehr.nsf.gov/ehr/rec/pubs/eval/tep/tep.htm
21. Garet M.S. Porter A.C. Desimone L. Birman B.F. Yoon K.S. What makes professional development effective? Results from a national sample of teachers American Educational Research Journal 38 4 2001 915-945
22. Goertz M.E. Standards-based accountability: Horse trade or horse whip? In Fuhrman S.H. (Ed.) From the capitol to the classroom: Standards-based reform in the states. 100th Yearbook of the National Society for the Study of Education, Part II 2001 39-59 University of Chicago Press Chicago, IL
23. Hawley W.D. Valli L. The essentials of effective professional development In Darling-Hammond L. Sykes G. (Eds.) Teaching as the learning profession: Handbook of policy and practice 1999 127-150 Jossey-Bass San Francisco
24. Jackson S.L. Stratford S.J. Krajcik J.S. Soloway E. Making dynamic modeling accessible to precollege science students Interactive Learning Environments 4 3 1994 233-257
25. Kennedy, M. (1999). Form and substance in mathematics and science professional development (NISE Brief No. 3(2)). Madison, WI: National Center for Improving Science Education.
26. Krajcik J.S. Blumenfeld P. Marx R.W. Bass K.M. Fredericks J. Inquiry in project-based science classrooms: Initial attempts by middle school students Journal of the Learning Sciences 7 3,4 1998 313-350
27. Krajcik J.S. Blumenfeld P. Marx R.W. Soloway E. Instructional, curricular, and technological supports for inquiry in science classrooms In Minstrell J. Zee E.H.v. Eds. Inquiring into inquiry learning and teaching in science 2000 283-315 American Association for the Advancement of Science Washington, D.C
28. Krajcik J.S. Czerniak C. Berger C. Teaching children science: A project-based approach 1999 McGraw Hill Boston
29. Lincoln Y.S. Guba E.G. Naturalistic inquiry 1985 Sage Publications London
30. Loucks-Horsley S. Hewson P.W. Love N. Stiles K.E. Designing professional development for teachers of science and mathematics 1998 Corwin Press Thousand Oaks, CA
31. Loucks-Horsley S. Matsumoto C. Research on professional development for teachers of mathematics and science: The state of the scene School Science and Mathematics 99 5 1999 258-271
32. Margerum-Leys, J., & Marx, R. W. (in press). When it works: A case study of teacher knowledge of educational technology. Journal of Teacher Education.
33. Marx, R. W., Freeman, J., Krajcik, J. S., & Blumenfeld, P. (1997). Professional development of science teachers. In B. Fraser & K. Tobin (Eds.), International handbook of science education. Dordrecht, The Netherlands: Kluwer.
34. Miles M. Huberman A. Qualitative data analysis: A sourcebook of new methods 1984 Sage Newbury Park, CA
35. Munby H. Russell T. Martin A.K. Teachers' knowledge and how it develops In Richardson V. (Ed.) Handbook of research on teaching (4th ed.) 2001 877-904 American Educational Research Association Washington, DC
36. National Research Council. (1996). The national science education standards. Washington, DC: National Academy Press.
37. National Staff Development Council. (2001). NSDC standards for staff development. Retrieved November 11, 2002, from http://www.nsdc.org/library/standards2001.html
38. Richardson V. The role of attitudes and beliefs in learning to teach In Sikula J. Buttery T. Guyton E. (Eds.) Handbook of research on teacher education 1996 102-119 Simon & Schuster Macmillan New York
39. Richardson V. Hamilton M.L. The practical-argument staff development process In Richardson V. (Ed.) Teacher change and the staff development process: A case in reading instruction 1994 109-134 Teachers College Press New York
40. Rogers, E. M. (1978). Re-invention during the innovation process. In M. Radnor, I. Feller, & E. Rogers (Eds.), The diffusion of innovations: An Assessment. Evanston, IL: Northwestern University Center for the Interdisciplinary Study of Science and Technology.
41. Ruiz-Primo M.A. Shavelson R.J. Hamilton L. Klein S. On the evaluation of systemic science education reform: Searching for instructional sensitivity Journal of Research in Science Teaching 39 5 2002 369-393
42. Schlager M.S. Schank P.K. TAPPED-IN: A new on-line teacher community concept for the next generation of internet technology In Hall R. Miyake N. Enyedy N. (Eds.) Computer support for collaborative learning 1997 231-240 University of Toronto/OISE Toronto, Canada
43. Shulman L.S. Those who understand: Knowledge growth in teaching Educational Researcher 15 2 1986 4-14
44. Shulman L.S. Knowledge and teaching: Foundations of the new reform Harvard Educational Review 57 1 1987 1-22
45. Singer J. Marx R.W. Krajcik J.S. Clay-Chambers J. Constructing extended inquiry projects: Curriculum materials for science education reform Educational Psychologist 35 3 2000 165-178
46. Soloway E. Guzdial M. Hay K. Learner-centered design: The challenge for HCI in the 21st century Interactions 1 2 1994 36-48
47. Supovitz J.A. Translating teaching practice into improved student performance In Fuhrman S.H. (Ed.) From the capitol to the classroom: Standards-based reform in the states. 100th Yearbook of the National Society for the Study of Education, Part II 2001 81-98 University of Chicago Press Chicago, IL
48. Supovitz J.A. Turner H.M. The effects of professional development on science teaching practices and classroom culture Journal of Research in Science Teaching 37 9 2000 963-980
49. Supovitz J.A. Zeif S.G. Why they stay away Journal of Staff Development 21 4 2000 24-28
50. US Department of Education. (2001). No child left behind. Retrieved August 12, 2002, from http://www.NoChildLeftBehind.gov/
51. Von Glasersfeld E. Cognition, construction of knowledge, and teaching Synthese 80 1989 121-140
52. Wallace R. Kupperman J. Krajcik J.S. Soloway E. Science on the web: Students online in a sixth-grade classroom Journal of the Learning Sciences 9 1 2000 75-104
53. Wilson S.M. Berne J. Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development In Iran-Nejad A. Pearson P.D. (Eds.) Review of research in education 1999 173-209 American Educational Research Association Washington, D.C.