Search results for: Arbaugh Fran

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Supporting University Content Specialists in Providing Effective Professional Development: The Educative Role of Evaluation
Authors: Arbaugh Fran, Marra Rose M., Lannin John K., Cheng Ya-Wen, Merle-Johnson Dominike, Smith Rena
This study examines formative evaluation recommendations that the authors made to four different professional development (PD) projects over three years. The results of this study show that formative feedback can impact PD design and implementation. The results of this study suggest that evaluation efforts can take on a new purpose – the PD of professional developers. The authors argue that as evaluators, they interpreted what they know about PD from the research and acted as conduits of empirical findings to the PD project teams. Hence, their recommendations reflected their own knowledge and beliefs about PD, which, as active teacher education researchers, were well rooted in the PD research literature.
Published: 2016
Updated: Oct. 11, 2018
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The Development of Beginning Mathematics Teacher Pedagogical Content Knowledge
Authors: Lannin John K., Webb Matthew, Chval Kathryn, Arbaugh Fran, Hicks Sarah, Taylor Cynthia, Bruton Rebecca
The purpose of this study is to examine the development of pedagogical content knowledge (PCK) for two purposefully selected beginning mathematics teachers. The PCK development of these two individuals varied due to their focus on developing particular aspects of their PCK, with one individual focusing on assessment and student understanding, and the other individual focusing on curricular knowledge. The findings of this study demonstrate the differences that exist in the development of PCK for beginning mathematics teachers. These findings also demonstrate that PCK can develop in different ways for beginning teachers.
Published: 2013
Updated: Jun. 14, 2016
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Orientations to Science Teacher Professional Development: An Exploratory Study
Authors: Park Rogers Meredith A., Abell Sandra K., Marra Rose M., Arbaugh Fran, Hutchins Kristen L., Cole James S.
In this article, the authors assert that professional development (PD) projects have an orientation that guides the design and implementation of the entire project; a construct that the authors term “PD Project Orientation”. The aim of this study was to validate the existence of this new construct. Using various data sources from nine PD projects, the authors generated and characterized five PD project orientations. This study has implications for those designing and implementing PD for science teachers, as well as PD evaluators.
Published: 2010
Updated: Sep. 19, 2010