Effects of Making Sense of Science(TradeName) Professional Development on the Achievement of Middle School Students, including English Language Learners

摘要

This study evaluated an approach to professional development for middle school science teachers by closely examining one grade 8 course that embodies that approach. Using a cluster-randomized experimental design, the study tested the effectiveness of the Making Sense of SCIENCE(TM) professional development course on force and motion (Daehler, Shinohara, and Folsom 2011) by comparing outcomes for students of teachers who took the course with outcomes for students of control group of teachers who received only the typical professional development offered in their schools and districts. The study estimated impacts on student science achievement for all grade 8 students in the study sample as well as for the subsample of English language learners. It also estimated impacts on teacher science and pedagogical knowledge.