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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
Research findings can be found on the main project website at ABENY.CCT.EDC.ORG
Publications
and Presentations
Publications and presentations can be found on the main project website at ABENY.CCT.EDC.ORG
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