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Research
Questions and Timeline
The
study is motivated by research that suggests that meaningful
learning in the classroom occurs when teachers have
deep understanding of their subject and can teach in
flexible, inquiry-based ways. One way to enhance teacher
practice is through effective teacher professional development
programs that address subject matter and pedagogy. Combined
with emerging research and feedback regarding the unique
benefits of online professional development programs,
the study focuses on the interplay between online teacher
professional development, classroom teaching, and student
learning.
ABE-NY
is a study of high school biology teachers in New York
that asks two main research questions:
Research
Question 1: Does participating in the professional
development program increase teachers' content and
pedagogical knowledge?
Research
Question 2: Is student learning influenced by teachers'
participation in the professional development program?
This
is a five-year study that began in October 2007.
Year
|
Activities
|
2007-2008
|
Planning
and Development |
2008-2010
|
Study
Implementation and Data Collection |
2011-2012
|
Data
analysis and Dissemination |
Participants
All participants in the ABE-NY study are New York state public high school biology teachers. They teach at least one course of Living Environment, the standard high school Biology course taught in 9th or 10th grade in New York State. Students in their Living Environment classes also participate in the study.
The ABE-NY teachers come from towns small and large all over the state (see map of participant distribution below). 
Click here
for participant FAQs.
Findings
Researchers are currently analyzing the impact that taking the online professional development course can have on teachers’ science content and pedagogical knowledge, as well as on their students’ learning of genetics and evolution. The study uses an experimental research design; analysis will continue into 2012.
Since the course used for the study focuses on both biology content and teaching pedagogy strategies, teacher participants have taken assessments that measure their biology content knowledge and pedagogical content knowledge; they have also answered additional questions about their use of digital media in the classroom. Participants have taken these assessments at several points during the study: before taking the course, after taking the course, and at the end of the 2008-09 school year. In addition, teachers will take a final assessment at the end of the 2009-10 school year. These four assessments will allow researchers to look across a two-year period of teacher learning.
In order to study the impact of teacher learning on the classroom, the study also asks students in participants’ high school biology classes to take a pre-test at the beginning of the school year and a post-test at the end of the school year. In the pre- and post-tests, students answer multiple-choice and open-ended questions measuring their knowledge of genetics and evolution and complete a 30-item questionnaire regarding their attitudes towards science.
Publications
and Presentations
The ABE-NY Research team is in the process of applying to presentations and analyzing findings. Please check back for future updates.
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