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Cited by 362

The DOI matches its Crossref record; 65 of the 65 references it cites were found in a registry or an index.

Videobased lesson analysis: Effective science PD for teacher and student learning

Roth, Kathleen J., Garnier, Helen E., Chen, Catherine, Lemmens, Meike, Schwille, Kathleen, Wickler, Nicole I.Z.·2011·Journal of Research in Science Teaching
DOI 10.1002/tea.20408
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Abstract

The Science Teachers Learning from Lesson Analysis (STeLLA) project is a videobased analysis‐of‐practice PD program aimed at improving teacher and student learning at the upper elementary level. The PD program developed and utilized two “lenses,” a Science Content Storyline Lens and a Student Thinking Lens, to help teachers analyze science teaching and learning and to improve teaching practices in this year‐long program. Participants included 48 teachers (n = 32 experimental, n = 16 control) and 1,490 students. The STeLLA program significantly improved teachers' science content knowledge and their ability to analyze science teaching. Notably, the STeLLA teachers further increased their classroom use of science teaching strategies associated with both lenses while their students increased their science content knowledge. Multi‐level HLM analyses linked higher average gains in student learning with teachers' science content knowledge, teachers' pedagogical content knowledge about student thinking, and teaching practices aimed at improving the coherence of the science content storyline. This paper highlights the importance of the science content storyline in the STeLLA program and discusses its potential significance in science teaching and professional development more broadly. © 2011 Wiley Periodicals, Inc., J Res Sci Teach 48: 117–148, 2011

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Metadata

Authors
Roth, K. J., Garnier, H. E., Chen, C., Lemmens, M., Schwille, K., & Wickler, N. I. Z.
Venue
Journal of Research in Science Teaching
Publisher
Wiley
Published
2011-01-04
Volume
48
Issue
2
Pages
117-148
ISSN
  • 0022-4308 (ISSN-L)
  • 1098-2736
DOI
10.1002/tea.20408
OpenAlex
W2003348568
Cited by
362
References
65
FWCI
64.00
Type
journal article
Language
en
Open access
closed

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