Connecting the Dots from Professional Development to Student Learning | Zendy

Charlene Ellingson | Zendy; Katherine Edwards | Zendy; Gillian H. Roehrig | Zendy; Michael Höelscher | Zendy; Rachelle Haroldson | Zendy; Janet M. Dubinsky | Zendy

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Connecting the Dots from Professional Development to Student Learning

Author(s) -

Charlene Ellingson,

Katherine Edwards,

Gillian H. Roehrig,

Michael Höelscher,

Rachelle Haroldson,

Janet M. Dubinsky

Publication year - 2021

Publication title -

cbe—life sciences education

Language(s) - English

Resource type - Journals

ISSN - 1931-7913

DOI - 10.1187/cbe.21-02-0035

Subject(s) - curriculum , context (archaeology) , perception , professional development , mathematics education , psychology , scope (computer science) , pedagogy , computer science , neuroscience , biology , paleontology , programming language

Teacher participation in professional development (PD) improved student learning compared with control teachers. Delivering neuroscience as a unit produced more student learning than when the content was sprinkled throughout the course. Despite commitment to enacting PD strategies, teacher decisions and implementation strategies influenced student outcomes.

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