Purpose

The purpose of this study was to explore how the Advanced Placement Summer Institute (APSI) supported Advanced Placement (AP) teacher's instructional needs considering the expansion of the AP program in recent decades.

Design/methodology/approach

A survey including Likert-style and open-ended questions was distributed to participants at one East Coast APSI to gather data, which were analyzed quantitatively. An exploratory factor analysis (EFA) was conducted on the Likert items to identify latent constructs, and two logistic regression (LR) models were run to predict what features of the professional development (PD) improved teacher perception of APSI. Open-ended constructs were analyzed by identifying and describing common themes.

Findings

The findings indicated that APSI improved teachers' perceived content knowledge and pedagogy and improved teachers' perceptions of their ability to better support student achievement, but that more focused professional learning was needed in working with academically diverse student learners in AP courses.

Research limitations/implications

This study was limited to analysis of perception of teachers who attended one APSI training site, making it difficult to generalize without repeated measures.

Originality/value

This is the only multidisciplinary study connecting literature on effective PD to an analysis of the effectiveness of APSI for AP teachers.

中文翻译：

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进修课程教师的专业发展

目的

本研究的目的是探讨考虑到近几十年来 AP 课程的扩展，高级实习暑期学院 (APSI) 如何支持高级实习 (AP) 教师的教学需求。

设计/方法/方法

一项包括李克特式和开放式问题的调查被分发给东海岸 APSI 的参与者以收集数据，并对其进行定量分析。对李克特项目进行探索性因素分析 (EFA) 以识别潜在结构，并运行两个逻辑回归 (LR) 模型来预测专业发展 (PD) 的哪些特征提高了教师对 APSI 的看法。通过识别和描述共同主题来分析开放式结构。

发现

研究结果表明，APSI 提高了教师对内容知识和教学法的感知，并提高了教师对他们更好地支持学生成就的能力的看法，但在 AP 课程中与学术多样化的学生学习者合作需要更专注的专业学习。

研究限制/影响

这项研究仅限于分析参加过一个 APSI 培训地点的教师的看法，因此如果不采取重复措施，就很难概括。

原创性/价值

这是唯一一项将有效 PD 文献与 APSI 对 AP 教师有效性分析联系起来的多学科研究。