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

Stacy Duffield, Justin Wageman, Angela Hodge

Research output: Contribution to journalArticle

7 Scopus citations

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 2013

Keywords

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

ASJC Scopus subject areas

  • Education
  • Social Sciences (miscellaneous)

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