Effects of a professional development program on science teacher knowledge and practice, and student understanding of interdisciplinary science concepts

Situated in the context of an in‐service professional development (PD) program focused on Interdisciplinary Science Inquiry, this quantitative study tests the validity of and further explores the theoretical model adapted from Desimone's (2009), Educational Researcher , 38 , 181–199 conceptual framework on effectiveness of PD. The participants include 204 teachers and 5,581 students within 12 local public schools from 2012 to 2016. The...