Abstract
This study examined the ability of Transformative Professional Development (TPD) to transform science teacher quality and associated impact on science achievement, including particular focus on English Language Learners (ELL). TPD was implemented in a large, low-performing, urban district in the southwest with predominantly Latino ELL populations. Findings revealed TPD enabled significant growth in teacher quality and participants in TPD experienced gains in student science achievement on state assessments. Most importantly, ELL student achievement in science Grades 4 to 8 was improved. Challenges to implementation of TPD are discussed along with implications for future research.
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