caa a22 4500 463246411 CHVBK 20180405153327.0 cr unu---uuuuu 170326e20070901xx s 000 0 eng 10.1007/s10763-006-9053-8 doi (NATIONALLICENCE)springer-10.1007/s10763-006-9053-8 Effective Professional Development in Science and Mathematics Education: Teachers' and Facilitators' Views [Elektronische Daten] [Meredith Rogers, Sandra Abell, John Lannin, Chia-Yu Wang, Kusalin Musikul, David Barker, Shannon Dingman] This study compares the views of teachers and professional development facilitators about effective professional development (PD). We analyzed interviews with 72 teacher participants and 23 PD facilitators involved in nine science and mathematics PD projects. The teachers' themes for characterizing effective PD included classroom application, teacher as learner, and teacher networking. Similarly, the PD facilitators discussed effective PD as having classroom application and experiences for teachers as learners. In addition, PD facilitators shared the need to develop collegial relationships with teachers and improve teacher knowledge. These views correspond to some of the standards and recommendations described in policy and research documents on effective PD. Criteria of effective PD in these documents that the participants did not mention included: (1) challenging teachers' content and pedagogical content knowledge with transformative learning experiences, (2) encouraging teacher leadership for sustained support, and (3) focusing on student learning by instructing teachers on how to use student data to inform their teaching practice. Our findings have implications for designing PD that reflects the criteria of standards-based reform. National Science Council, Taiwan, 2006 effective professional development nationallicence mathematics education nationallicence professional development nationallicence science education nationallicence standards nationallicence Rogers Meredith Department of Curriculum and Instruction, Indiana University - Bloomington, W. W. Wright Education Building, Room 3002, 201 N. Rose Avenue, 47405-1006, Bloomington, IN, USA aut Abell Sandra University of Missouri, Columbia, USA aut Lannin John University of Missouri, Columbia, USA aut Wang Chia-Yu University of Missouri, Columbia, USA aut Musikul Kusalin University of Missouri, Columbia, USA aut Barker David University of Missouri, Columbia, USA aut Dingman Shannon University of Missouri, Columbia, USA aut International Journal of Science and Mathematics Education Kluwer Academic Publishers 5/3(2007-09-01), 507-532 1571-0068 5:3<507 2007 5 10763 https://doi.org/10.1007/s10763-006-9053-8 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10763-006-9053-8 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Rogers Meredith Department of Curriculum and Instruction, Indiana University - Bloomington, W. W. Wright Education Building, Room 3002, 201 N. Rose Avenue, 47405-1006, Bloomington, IN, USA aut NATIONALLICENCE 700 1- Abell Sandra University of Missouri, Columbia, USA aut NATIONALLICENCE 700 1- Lannin John University of Missouri, Columbia, USA aut NATIONALLICENCE 700 1- Wang Chia-Yu University of Missouri, Columbia, USA aut NATIONALLICENCE 700 1- Musikul Kusalin University of Missouri, Columbia, USA aut NATIONALLICENCE 700 1- Barker David University of Missouri, Columbia, USA aut NATIONALLICENCE 700 1- Dingman Shannon University of Missouri, Columbia, USA aut NATIONALLICENCE 773 0- International Journal of Science and Mathematics Education Kluwer Academic Publishers 5/3(2007-09-01), 507-532 1571-0068 5:3<507 2007 5 10763 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer