Professional Development Professional Development Activity Log: A New Activity Log: A New Approach to Design, Approach to Design, Measurement, Data Measurement, Data Collection, and Analysis Collection, and Analysis AERA Annual Meeting San Diego April 13, 2004
23
Embed
Professional Development Activity Log: A New Approach to Design, Measurement, Data Collection, and Analysis AERA Annual Meeting San Diego April 13, 2004.
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Professional Development Professional Development Activity Log: A New Approach Activity Log: A New Approach to Design, Measurement, Data to Design, Measurement, Data Collection, and AnalysisCollection, and Analysis
AERA Annual Meeting
San Diego
April 13, 2004
Longitudinal Study to Measure Longitudinal Study to Measure Effects of MSP Professional Effects of MSP Professional Development on Improving Development on Improving Math and Science InstructionMath and Science Instruction
Math and Science Partnership
A collaborative study conducted by: A collaborative study conducted by: Council of Chief State School Officers (CCSSO)
American Institutes for Research (AIR)
Wisconsin Center for Educational Research (WCER)
AuthorsAuthors
Kwang Suk Yoon, AIR Reuben Jacobson, AIR Mike Garet, AIR Bea Birman, AIR Meredith Ludwig, AIR
Research QuestionsResearch Questions
To what extent is the quality of the professional development supported by MSP activities consistent with research-based definitions of quality (e.g., content focus, active learning, coherence, collective participation, and sustained efforts) (Garet et al., 2001)?
What effects do teachers' professional development experiences have on instructional practices and content taught in math and science classes? Are high-quality professional development activities more likely than lower-quality activities to increase the alignment of instructional content with state standards and assessments?
Logic ModelLogic Model
Implementation ofProfessional Development Content Focus
Collective Participation;Active Learning;
Coherence;Sustained Effort
Pre-PD:
Alignment ofInstruction with Content
Standards; Instructional Practice
Teacher Characteristics: Background Variables,Prior PD ExperiencesTarget Class Students:
DiversitySchool Culture:
Trust
Post-PD:
Alignment ofInstruction with Content
Standards; Instructional Practice
Year 1 Year 2 Year 3Year 0
PDAL
Survey of Enacted Curriculum wave 1
Survey of Enacted Curriculum wave 2
ParticipantsParticipants
Four MSP projects were selected for the study. In each project, we are collecting data with teachers mostly in middle schools or middle grades about their professional development in mathematics and science education.
N=472 teachers
Survey of Enacted Curriculum Survey of Enacted Curriculum (SEC)(SEC)
Instructional practice (e.g., instructional time in target class)
Content coverage and alignment: – Instructional time on topics and subtopics– Expectation for students (e.g., memorize facts,
perform procedure, or solve non-routine problems) Past experiences in professional development Teacher characteristics (e.g., gender,
teaching experience)
Why PDAL?Why PDAL?
Gathers accurate, time-sensitive information; Minimizes recall problem with retrospective reports
Collects disaggregate information about specific PD activities – Reduces bias introduced by gross data aggregation
Generates context sensitive questions Is able to tailor technical assistance to teachers
based on their response patterns Allows teachers to review their own logs –
Teachers can reflect on their own PD experiences
Professional Development Activity Log Professional Development Activity Log (PDAL)(PDAL)
Teachers create an ongoing monthly log of any professional learning activity in which they participate
Longitudinal data collected over 15 months Web-based, self-administered log Aligned with SEC (e.g., content coverage) Inclusive approach to professional development
– Includes MSP-sponsored and non-MSP-sponsored activities
– Documents one-time and recurring activities– Captures both formal and informal activities
PDAL Entries PDAL Entries
Name of activity Number of hours spent on each activity and its duration Whether the activity is a one-time or continuous event (e.g.,
recurring over a number of months) Type of activity (e.g., workshop, summer institute, study group) Purpose of activity (e.g., strengthening subject matter knowledge) PD quality features (e.g., active learning, coherence, collective
participation) Content focus (e.g., algebraic concepts: absolute values, use of
variables, etc.) Instructional practice – instructional topics covered in each activity
(e.g., use of calculators, computers, or other educational technology)
Analysis of PDAL DataAnalysis of PDAL Data
Implementation analysis – Patterns of responses to monthly logs – Response rates; sample attrition; extent of missing data
Descriptive analysis– Patterns of teachers’ PD experiences– Correlates of high-quality PD activities– Latent classes of teachers based on their PD
experiences
Impact analysis– Assess the impact of PD on math & science instruction
Table 1: PDAL Data Structure:Table 1: PDAL Data Structure:Disaggregated log data: Teacher by Disaggregated log data: Teacher by