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The impact of ongoing science professional development on standardized assessments of student achievement

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Date Issued:
2017
Abstract/Description:
The purpose of this study was to identify how ongoing science professional development impact students' achievement on standardized assessments. The students' end-of-year assessment and State Science Assessment data were collected from a Central Florida school district. The student data were divided into categories based on teachers' participation in on-going professional development opportunities. The teachers were categorized by the number of types of professional development opportunities they attended. The mean assessment scores of students whose all teachers did or did not participate were calculated, and t-tests were run to find the significance between the means. There was no significance in the difference between the means student scores of the participants and the non-participants in the science professional development opportunities. Two sub group data, 8th-grade free and reduced lunch students whose teacher attended one professional development, and 7th-grade students who scored a Level 3 on FSA mean scores on the science assessments scores were higher with significance in the 2015-16 school year, and were not higher the on the science assessments with significance in the 2014-15 school year.
Title: The impact of ongoing science professional development on standardized assessments of student achievement.
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Name(s): Torres, Leah, Author
Murray, Kenneth, Committee Chair
Storey, Valerie A., Committee Member
Doherty, Walter, Committee Member
Everett, Robert, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2017
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The purpose of this study was to identify how ongoing science professional development impact students' achievement on standardized assessments. The students' end-of-year assessment and State Science Assessment data were collected from a Central Florida school district. The student data were divided into categories based on teachers' participation in on-going professional development opportunities. The teachers were categorized by the number of types of professional development opportunities they attended. The mean assessment scores of students whose all teachers did or did not participate were calculated, and t-tests were run to find the significance between the means. There was no significance in the difference between the means student scores of the participants and the non-participants in the science professional development opportunities. Two sub group data, 8th-grade free and reduced lunch students whose teacher attended one professional development, and 7th-grade students who scored a Level 3 on FSA mean scores on the science assessments scores were higher with significance in the 2015-16 school year, and were not higher the on the science assessments with significance in the 2014-15 school year.
Identifier: CFE0006810 (IID), ucf:51800 (fedora)
Note(s): 2017-08-01
Ed.D.
Education and Human Performance, Teaching, Learning and Leadership
Doctoral
This record was generated from author submitted information.
Subject(s): science education -- professional development -- pedagogy
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0006810
Restrictions on Access: public 2017-08-15
Host Institution: UCF

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