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Examining the Impact of Professional Development on Science Teachers' Knowledge and Self-Efficacy : = A Causal-Comparative Inquiry.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Examining the Impact of Professional Development on Science Teachers' Knowledge and Self-Efficacy :/
其他題名:	A Causal-Comparative Inquiry.
作者:	Hopkins, Cynthia L.
面頁冊數:	1 online resource (114 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
標題:	Science education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355865196

Examining the Impact of Professional Development on Science Teachers' Knowledge and Self-Efficacy : = A Causal-Comparative Inquiry.
Hopkins, Cynthia L.

Examining the Impact of Professional Development on Science Teachers' Knowledge and Self-Efficacy :A Causal-Comparative Inquiry. - 1 online resource (114 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ph.D.)--Texas A&M University - Corpus Christi, 2018.

Includes bibliographical references

The United States of America and other countries have focused on reforming education to help increase students' science literacy. Teachers directly impact student learning; therefore, they are the key to this change. Teacher professional development is instrumental in influencing student learning. Few research studies have been conducted with an intensive, explicit professional development model, focusing on in-service science teachers.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355865196Subjects--Topical Terms:

1151737
Science education.
Index Terms--Genre/Form:

554714
Electronic books.

Examining the Impact of Professional Development on Science Teachers' Knowledge and Self-Efficacy : = A Causal-Comparative Inquiry.
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500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Kamiar Kouzekanani.
502 $a Thesis (Ph.D.)--Texas A&M University - Corpus Christi, 2018.
504 $a Includes bibliographical references
520 $a The United States of America and other countries have focused on reforming education to help increase students' science literacy. Teachers directly impact student learning; therefore, they are the key to this change. Teacher professional development is instrumental in influencing student learning. Few research studies have been conducted with an intensive, explicit professional development model, focusing on in-service science teachers.
520 $a The primary purpose of the study was to test the hypotheses that teachers who receive intensive, explicit professional development have higher teacher self-efficacy and earth-science content knowledge than do teachers who do not receive the intervention. The causal-comparative study took place in the Victoria Crossroad and Coastal Bend region of South Texas. There were 60 participants in the characteristic-present group and 42 in the comparison group. External validity was limited to study participants due to the non-probability nature of the sampling. Because of the non-experimental nature of the study, no causal inferences were drawn. The results of the study did not support the hypotheses. Self-efficacy was further divided into two subscales: Personal Science Teaching Efficacy beliefs (PSTE) and Science Teaching Outcome Expectancies (STOE). For all subjects, the PSTE score was higher than were the STOE scores; the difference was statistically significant, and the mean difference effect size was large.
520 $a The success of professional development programs depends on identification and understanding teacher's knowledge and perceptions, before the creation of the program. Therefore, schools, districts, third-party providers, and states need to focus on their teachers' needs and consider them in designing and implementing professional development programs. To raise teacher's self-efficacy, professional development facilitators need to allocate time for teachers to practice inquiry and other scientific skills. Professional development facilitators also need to be skilled in mentoring adults.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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650 4 $a Teacher education. $3 1148451
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710 2 $a Texas A&M University - Corpus Christi. $b Curriculum and Instruction. $3 1181648
773 0 $t Dissertation Abstracts International $g 79-09A(E).
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