Optimizing Online Content Instruction for Effective Hybrid Teacher Professional Development Programs

The Teacher Academy in the Natural Sciences (TANS) provided middle school (U.S. Grades 6-8) teachers (N = 81) with intensive professional development in chemistry, geosciences, and physics through 13 days of face-to-face instruction that was extended with 2 online science modules per discipline. Bec...

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Vydáno v:Journal of science teacher education Ročník 28; číslo 6; s. 507 - 521
Hlavní autoři: Clary, Renee M., Dunne, James A., Elder, Anastasia D., Saebo, Svein, Beard, Debbie J., Wax, Charles L., Winter, Joshua, Tucker, Deborah L.
Médium: Journal Article
Jazyk:angličtina
Vydáno: Abingdon Routledge 01.01.2017
Taylor & Francis, Ltd
Taylor & Francis Ltd
Témata:
Chemistry
Conventional Instruction
Correlation
Earth Science
Educational Benefits
Faculty Development
Hybrid learning
in-service teachers
Middle School Teachers
Middle Schools
Natural Sciences
Online Courses
online science modules
Pedagogical Content Knowledge
Physics
Pretests Posttests
Professional development
Program Effectiveness
Science Instruction
science teacher education
Science Teachers
Science Tests
Summer Programs
ISSN:1046-560X, 1573-1847
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Abstract The Teacher Academy in the Natural Sciences (TANS) provided middle school (U.S. Grades 6-8) teachers (N = 81) with intensive professional development in chemistry, geosciences, and physics through 13 days of face-to-face instruction that was extended with 2 online science modules per discipline. Because we administered online module assessments before the summer academy (pretest), after the summer academy (Post 1), and after the online module was assigned (Post 2), we were able to analyze via dependent t tests the learning components contributed by the online module. Only 1 geosciences module resulted in significant gains after it was assigned. Other modules (2 physics, 1 geosciences) resulted in gains before module assignments, at the end of the 10-day summer academy. Although the 2 chemistry modules exhibited positive score increases, no significant gains were made. Calculated Pearson correlation coefficients revealed no association between participants' online access times and science content gains. This research documents benefits of hybrid teacher professional development programs and offers recommendations for their optimized effectiveness, including more consistent instructor/participant online access.
AbstractList The Teacher Academy in the Natural Sciences (TANS) provided middle school (U.S. Grades 6-8) teachers (N = 81) with intensive professional development in chemistry, geosciences, and physics through 13 days of face-to-face instruction that was extended with 2 online science modules per discipline. Because we administered online module assessments before the summer academy (pretest), after the summer academy (Post 1), and after the online module was assigned (Post 2), we were able to analyze via dependent "t" tests the learning components contributed by the online module. Only 1 geosciences module resulted in significant gains after it was assigned. Other modules (2 physics, 1 geosciences) resulted in gains before module assignments, at the end of the 10-day summer academy. Although the 2 chemistry modules exhibited positive score increases, no significant gains were made. Calculated Pearson correlation coefficients revealed no association between participants' online access times and science content gains. This research documents benefits of hybrid teacher professional development programs and offers recommendations for their optimized effectiveness, including more consistent instructor/participant online access.
The Teacher Academy in the Natural Sciences (TANS) provided middle school (U.S. Grades 6–8) teachers (N = 81) with intensive professional development in chemistry, geosciences, and physics through 13 days of face-to-face instruction that was extended with 2 online science modules per discipline. Because we administered online module assessments before the summer academy (pretest), after the summer academy (Post 1), and after the online module was assigned (Post 2), we were able to analyze via dependent t tests the learning components contributed by the online module. Only 1 geosciences module resulted in significant gains after it was assigned. Other modules (2 physics, 1 geosciences) resulted in gains before module assignments, at the end of the 10-day summer academy. Although the 2 chemistry modules exhibited positive score increases, no significant gains were made. Calculated Pearson correlation coefficients revealed no association between participants’ online access times and science content gains. This research documents benefits of hybrid teacher professional development programs and offers recommendations for their optimized effectiveness, including more consistent instructor/participant online access.
Audience Middle Schools
Author Wax, Charles L.
Elder, Anastasia D.
Clary, Renee M.
Beard, Debbie J.
Winter, Joshua
Dunne, James A.
Saebo, Svein
Tucker, Deborah L.
Author_xml – sequence: 1
  givenname: Renee M.
  orcidid: 0000-0003-4066-8366
  surname: Clary
  fullname: Clary, Renee M.
  email: RClary@geosci.msstate.edu
  organization: Department of Geosciences, Mississippi State University
– sequence: 2
  givenname: James A.
  surname: Dunne
  fullname: Dunne, James A.
  organization: Department of Physics and Astronomy, Mississippi State University
– sequence: 3
  givenname: Anastasia D.
  surname: Elder
  fullname: Elder, Anastasia D.
  organization: Department of Counseling and Educational Psychology, Mississippi State University
– sequence: 4
  givenname: Svein
  surname: Saebo
  fullname: Saebo, Svein
  organization: Department of Chemistry, Mississippi State University
– sequence: 5
  givenname: Debbie J.
  surname: Beard
  fullname: Beard, Debbie J.
  organization: Department of Chemistry, Mississippi State University
– sequence: 6
  givenname: Charles L.
  surname: Wax
  fullname: Wax, Charles L.
  organization: Department of Geosciences, Mississippi State University
– sequence: 7
  givenname: Joshua
  surname: Winter
  fullname: Winter, Joshua
  organization: Department of Physics and Astronomy, Mississippi State University
– sequence: 8
  givenname: Deborah L.
  surname: Tucker
  fullname: Tucker, Deborah L.
  organization: Independent Science Education Consultant
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The Teacher Academy in the Natural Sciences (TANS) provided middle school (U.S. Grades 6–8) teachers (N = 81) with intensive professional development in...
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SubjectTerms Chemistry
Conventional Instruction
Correlation
Earth Science
Educational Benefits
Faculty Development
Hybrid learning
in-service teachers
Middle School Teachers
Middle Schools
Natural Sciences
Online Courses
online science modules
Pedagogical Content Knowledge
Physics
Pretests Posttests
Professional development
Program Effectiveness
Science Instruction
science teacher education
Science Teachers
Science Tests
Summer Programs
Title Optimizing Online Content Instruction for Effective Hybrid Teacher Professional Development Programs
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