Using classroom observation data to measure teacher enacted PCK is costly and time-consuming. Using written assessments can be an effective alternative.
Building off of a 2012 Nationwide randomized control trial involving 280 elementary teachers, this expanded outline prepared for the 2016 PCK Summit explores the study’s results in the context of the recently adopted “consensus model” of PCK.
- Author: Kirsten R. Daehler, Joan I. Heller, Nicole Wong
- Type: Expanded Outline — PCK Summit 2016
- Pages: 11
- Publication Date: October 2016
- Topics: Elementary, Pedagogical Content Knowledge
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Differential Effects of Three Professional Development Models on Teacher Knowledge and Student Achievement in Elementary Science
Teacher participation in just 24 hours of MSS PD resulted in statistically significant gains in teacher and student content knowledge. Additionally, teacher content knowledge gains were maintained 1 year later as well as gains in that year’s student content knowledge. Student gains were consistent for ELLs and did not differ based on sex or race/ethnicity.