Effectiveness of a curricular and professional development intervention at improving elementary teachers' science content knowledge and student achievement outcomes: Year 1 results

Journal of Research in Science Teaching

Volumn 51, Issue 5, 2014, Pages 635-658

  Diamond, Brandon S ^a   Maerten Rivera, Jaime ^b   Rohrer, Rose Elizabeth ^c   Lee, Okhee ^d  

^a Department of Biology   (United States)

^b UNIVERSITY OF MIAMI   (United States)

^c UNIVERSITY OF NEW MEXICO   (United States)

^d NEW YORK UNIVERSITY   (United States)

Author keywords

cross sectional multilevel modeling; elementary science; professional development; science achievement; science content knowledge; teacher effect on student; teacher knowledge

Indexed keywords

PROFESSIONAL ASPECTS; STUDENTS; SURVEYS; TEACHING;

CONTENT KNOWLEDGE; ELEMENTARY SCIENCE; MULTILEVEL MODEL; PROFESSIONAL DEVELOPMENT; SCIENCE ACHIEVEMENT; TEACHER KNOWLEDGE;

CURRICULA;

EID: 84898538429     PISSN: 00224308     EISSN: 10982736     Source Type: Journal    
DOI: 10.1002/tea.21148     Document Type: Article

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