This project collects evidence supporting the validity of test instruments and initial characterization of high school teachers' background and use of materials and pedagogies. The project is constructing and validating multiple forms of test instruments that can be used for the evaluation of interventions (e.g. professional development, implementation of new curricula) and the measurement of aspects of teacher knowledge (e.g. subject matter, knowledge of student misconceptions).
- Sadler, P. M., Sonnert, G., Coyle, H. P., Cook-Smith, N., & Miller, J. L. (2013). The influence of teachers’ knowledge on student learning in middle school physical science classrooms. American Educational Research Journal, 50(5), 1020-1049.*
- Sadler, P. & Sonnert, G. (2018). The path to college calculus: The impact of high school mathematics coursework. Journal for Research in Mathematics Education, 49(3), 292-329.*
- Kitchen, J. A., Sonnert, G., & Sadler, P. M. (2018). The impact of college‐and university‐run high school summer programs on students’ end of high school STEM career aspirations. Science Education, 102(3), 529-547.*
- Chen, C., Haduong, P., Brennan, K., Sonnert, G., & Sadler, P. (2019). The effects of first programming language on college students’ computing attitude and achievement: a comparison of graphical and textual languages. Computer Science Education, 29(1), 23-48.*
- Doyle, J., Sonnert, G., & Sadler, P. (2018). How professional development program features impact the knowledge of science teachers. Professional Development in Education, 1-16.*