Examining how professional development impacted teachers and students of U.S. history courses

Stacy Duffield, Justin Wageman, Angela Hodge

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

A causal-comparative, mixed methods design was used to study a partnership between a university and school district formed with the goal of improving history teachers' United States history content knowledge to raise student engagement and achievement. Data were collected from middle and high school history teachers including teacher interviews, classroom observations, and student work. Student engagement surveys and academic performance data were also collected. Student academic performance was positively impacted and changes in classroom practice were found in the treatment group. However, differences in student engagement between groups were not found to be statistically significant.

Original languageEnglish (US)
Pages (from-to)85-96
Number of pages12
JournalJournal of Social Studies Research
Volume37
Issue number2
DOIs
StatePublished - Apr 1 2013

Fingerprint

teacher
history
student
classroom
school
performance
Group
district
university
interview

Keywords

  • Professional development
  • Secondary school pupils
  • Secondary school teachers
  • Student attitudes

ASJC Scopus subject areas

  • Education
  • Social Sciences (miscellaneous)

Cite this

Examining how professional development impacted teachers and students of U.S. history courses. / Duffield, Stacy; Wageman, Justin; Hodge, Angela.

In: Journal of Social Studies Research, Vol. 37, No. 2, 01.04.2013, p. 85-96.

Research output: Contribution to journalArticle

@article{63428dbf58994636bf297d5914b91bbc,
title = "Examining how professional development impacted teachers and students of U.S. history courses",
abstract = "A causal-comparative, mixed methods design was used to study a partnership between a university and school district formed with the goal of improving history teachers' United States history content knowledge to raise student engagement and achievement. Data were collected from middle and high school history teachers including teacher interviews, classroom observations, and student work. Student engagement surveys and academic performance data were also collected. Student academic performance was positively impacted and changes in classroom practice were found in the treatment group. However, differences in student engagement between groups were not found to be statistically significant.",
keywords = "Professional development, Secondary school pupils, Secondary school teachers, Student attitudes",
author = "Stacy Duffield and Justin Wageman and Angela Hodge",
year = "2013",
month = "4",
day = "1",
doi = "10.1016/j.jssr.2013.03.002",
language = "English (US)",
volume = "37",
pages = "85--96",
journal = "Journal of Social Studies Research",
issn = "0885-985X",
publisher = "Elsevier Inc.",
number = "2",

}

TY - JOUR

T1 - Examining how professional development impacted teachers and students of U.S. history courses

AU - Duffield, Stacy

AU - Wageman, Justin

AU - Hodge, Angela

PY - 2013/4/1

Y1 - 2013/4/1

N2 - A causal-comparative, mixed methods design was used to study a partnership between a university and school district formed with the goal of improving history teachers' United States history content knowledge to raise student engagement and achievement. Data were collected from middle and high school history teachers including teacher interviews, classroom observations, and student work. Student engagement surveys and academic performance data were also collected. Student academic performance was positively impacted and changes in classroom practice were found in the treatment group. However, differences in student engagement between groups were not found to be statistically significant.

AB - A causal-comparative, mixed methods design was used to study a partnership between a university and school district formed with the goal of improving history teachers' United States history content knowledge to raise student engagement and achievement. Data were collected from middle and high school history teachers including teacher interviews, classroom observations, and student work. Student engagement surveys and academic performance data were also collected. Student academic performance was positively impacted and changes in classroom practice were found in the treatment group. However, differences in student engagement between groups were not found to be statistically significant.

KW - Professional development

KW - Secondary school pupils

KW - Secondary school teachers

KW - Student attitudes

UR - http://www.scopus.com/inward/record.url?scp=84877147813&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84877147813&partnerID=8YFLogxK

U2 - 10.1016/j.jssr.2013.03.002

DO - 10.1016/j.jssr.2013.03.002

M3 - Article

AN - SCOPUS:84877147813

VL - 37

SP - 85

EP - 96

JO - Journal of Social Studies Research

JF - Journal of Social Studies Research

SN - 0885-985X

IS - 2

ER -