Section archive - Professional Development

The current article takes a broader look at the consequences of cognitive ability—IQ—across the life course. Among persons with equal levels of schooling, IQ has little influence on job performance, occupational standing, earnings, or wealth. But there are other, sometimes surprising consequences of IQ throughout adult life. The long-term correlates of adolescent cognition include drinking behavior, survey participation, Internet use, and the timing of menopause. These are surveyed primarily using findings from the Wisconsin Longitudinal Study.

The flexibly adaptive model of professional development enables secondary science teachers to incorporate a variety of geospatial technology applications into wide-ranging classroom contexts. Teacher impacts were evaluated quantitatively and qualitatively. Post-questionnaire responses showed significant growth in teachers’ perceived technological expertise, interest, and ability to integrate geospatial technology into their science teaching. Application of the Technical Pedagogical Content Knowledge (TPACK) framework to three case studies illustrates such growth.

The goal of the Teachers, Families, and Communities Supporting English Language Learners (TFC) project was to implement and evaluate a sustainable model of high-quality professional development focused on improving inclusive pre-kindergarten services for English Language Learners (ELL) and their families. Results indicate that the professional development program supported pre-kindergarten teachers in their efforts to be responsive to ELL children in their classrooms and with their families.

An Inquiry Learning Partnership (ILP) for professional development (PD) was formed between a university, science centre, and two urban school districts. The purpose of ILP was to offer 4–6th grade teachers specific science content and pedagogical techniques intended to integrate inquiry-based instruction in elementary classrooms. Results indicate that teachers increased their science content knowledge, reported implementing inquiry practices in their classrooms and their students experienced modest gains on 5th grade standardized science achievement exams. While some teachers were transferring knowledge/skills gained in professional development to their classrooms, others encountered barriers to implementing PD.