Research Article

A study of the effect of sustained, whole-school professional development on student achievement in science

  1. Carla C. Johnson1,*,
  2. Jane Butler Kahle2,
  3. Jamison D. Fargo3

Article first published online: 1 DEC 2006

DOI: 10.1002/tea.20149

Issue

Journal of Research in Science Teaching

Journal of Research in Science Teaching

Volume 44, Issue 6, pages 775–786, August 2007

Additional Information

How to Cite

Johnson, C. C., Kahle, J. B. and Fargo, J. D. (2007), A study of the effect of sustained, whole-school professional development on student achievement in science. J. Res. Sci. Teach., 44: 775–786. doi: 10.1002/tea.20149

Author Information

  1. 1

    University of Toledo, 2015 Gillham Hall, Mail Stop 924, Toledo, Ohio 43606

  2. 2

    School of Education and Allied Professions, McGuffey Hall, Miami University, Oxford, Ohio 45056

  3. 3

    Utah State University, 2810 Old Main Hill, Logan, Utah 84322-2810

*University of Toledo, 2015 Gillham Hall, Mail Stop 924, Toledo, OH 43606.

Publication History

  1. Issue published online: 26 JUL 2007
  2. Article first published online: 1 DEC 2006
  3. Manuscript Accepted: 15 JUN 2006
  4. Manuscript Received: 26 FEB 2006

Funded by

  • Ohio Board of Regents (Discovery Model School Initiative; principal investigator: Terry L. McCollum)

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Abstract

This longitudinal study of middle school science teachers explored the relationship, if any, between teacher participation in whole-school, sustained, collaborative professional development and student achievement in science. Eleven teachers from Glendale Middle School participated in the Discovery Model Schools Initiative 2-week summer institute, followed by monthly release day professional development sessions focused on implementing instruction outlined in the National Science Education Standards. Student achievement was assessed using the Discovery Inquiry Test in Science. The same students completed the test in grades 6–8. Students of teachers at Glendale Middle School significantly outperformed students at the control school. Findings in this study revealed the positive impact that whole-school, sustained, collaborative professional development programs have on student achievement, indicating that programs of this nature could be a means to narrowing or eliminating achievement gaps in science. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 775–786, 2007

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