Assessing the impact of teacher professional development on science instruction in the early elementary grades in rural US schools

Sandholtz, Judith Haymore; Ringstaff, Cathy

doi:10.1080/19415257.2012.751044

Cited by 23 publications

(15 citation statements)

References 16 publications

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“…Ancak katılımcılar, fen bilimleri öğretmenlerinin öğretim becerilerini geliştirmeyi amaçlayan farklı reform odaklı etkinliklere katılmışlardır. Araştırmainceleme yoluyla fen bilimleri öğretiminin, fen bilimleri öğretmenleri tarafından artan şekilde kullanılmasına yönelik olarak, reform odaklı girişimler üzerine pek çok araştırmacı tarafından çeşitli çalışmalar gerçekleştirilmiştir (Capps ve Crawford, 2013;Dixon ve Wilke, 2007;Grove vd., 2009;Grigg vd., 2013;Sandholtz ve Ringstaff, 2013). Ancak bu girişimler kısa süreli uygulamalı faaliyetlerden daha maliyetli olup, daha uzun zamanı gerektirmektedir.…”

Section: Tartışma Ve öNerilerunclassified

“…Fakat araştırma-inceleme yoluyla öğretim fen bilimleri öğretmenleri arasında yaygın değildir (Anderson, 2002;Capps ve Crawford, 2013). Fen bilimleri öğretmenlerince araştırma-inceleme yolunun kullanımını daha iyi anlayabilmek için birkaç çalışma yapılmıştır (Capps ve Crawford, 2013;Dixon ve Wilke, 2007;Grigg, Kelly, Gamoran ve Borman, 2013;Grove, Dixon ve Pop, 2009;Sandholtz ve Ringstaff, 2013). Fakat bu eski çalışmalar genel olarak ya öğretmen adaylarının ya da mevcut fen bilimleri öğretmenlerinin araştırma-inceleme odaklı pratiklerini geliştirmek için planlanan profesyonel gelişim programlarına odaklanmaktadır.…”

Section: Introductionunclassified

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What is Value of Reform-oriented in-service Teacher Development Attempts on Inquiry Teaching for Pedagogically Discontented Science Teachers? An Expectancy-value Perspective

Köksal

Southerland

2018

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Bu çalışmada çeşitli düzeylerde pedagojik hoşnutsuzluk yaşayan öğretmenlere odaklanarak reform odaklı hizmet-içi öğretmen eğitimi girişimlerinin değerini araştırdık. Bu amaçla, ilgili durumu detaylı araştırmak için durum çalışması yaklaşımını kullandık, ayrıca orta düzeyde pedagojik hoşnutsuzluk yaşayan 3 fen bilimleri öğretmenini amaçlı örnekleme ile belirledik. Altı farklı veri toplama yolu kullanıldı; dört anket ve iki görüşme. Veri analizi için tümevarımsal nitel veri analizi ve durumlararası karşılaştırma analizi kullanılmıştır. Bulgular katılımcılardan ikisinin yüksek lisans düzeyi dersleri, araştırma-inceleme yoluyla öğretim yeterliliğini arttırmada etkili, kullanışlı, ilginç, önemli ve çabazaman açısından etkili bulmuşlardır. Fakat katılımcılardan biri TÜBİTAK programlarını etkili, ilginç ve kullanışlı çabalar olarak görmüştür. Katılımcılar maliyet açısından bu girişimlerin uzun süreli yararlarının dikkate alınması gerektiğinin altını çizmişlerdir. Katılımcılardan biri yazılı dokümanları, bakanlığın on-line portallarını, tanıtım toplantılarını, bilimsel eğitim kongrelerini maliyet açısından etkili bulmuş, fakat bu girişimlerin öğretmenleri araştırma-inceleme sürecine entegre etmede yetersiz olduğunu ifade etmiştir. Reform odaklı girişimlerin değeri Pedagojik hoşnutsuzluk Araştırma-inceleme yoluyla öğretim Fen bilimleri öğretmenleri

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Section: Tartışma Ve öNerilerunclassified

Section: Introductionunclassified

What is Value of Reform-oriented in-service Teacher Development Attempts on Inquiry Teaching for Pedagogically Discontented Science Teachers? An Expectancy-value Perspective

Köksal

Southerland

2018

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“…Researchers have found that when teachers were more comfortable with teaching a particular topic, they are more likely to encourage students to question, investigate, and discuss around core scientific concepts (Copur-Gencturk, Hug, & Lubienski, 2014;Sinclair, Naizer, & Ledbetter, 2011;Van Duzor, 2011). In addition, longitudinal professional development programs with ongoing support throughout the academic years appear to help teachers enhance the quality of classroom discourse (Copur-Gencturk, Papakonstantinou, & Parr, 2013), use more open-ended questions, and encourage students to consider alternative explanations (Sandholtz & Ringstaff, 2013). Examining how teachers appropriate tools for computer-supported inquiry in classroom enactments is a key issue in design-based research (Cobb, Confrey, DiSessa, Lehrer, & Schauble, 2003).…”

Section: Computer-supported Inquiry and Classroom Culturementioning

confidence: 99%

Using representational tools to learn about complex systems: A tale of two classrooms

et al. 2014

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Orchestrating inquiry‐based science learning in the classroom is a complex undertaking. It requires fitting the culture of the classroom with the teacher's teaching and inquiry practices. To understand the interactions between these variables in relation to student learning, we conducted an investigation in two different classroom settings to understand how different teachers use and appropriate the same physical and computer‐based tools into their teaching practices. Each worked with physical aquaria, function‐oriented hypermedia for background information and reference, and NetLogo (Evanston, IL) simulations for computer‐supported collaborative inquiry learning. The students engaged in inquiry as they used the NetLogo models in small groups. Because of distinct teaching styles and varying levels of comfort with the materials and content, these two enactments were extraordinarily different between the two classrooms. We present a contrasting case analysis to examine how each teacher's practices set the stage for the kinds of interactions that occurred during students' computer‐supported inquiry learning. We suggest that one teacher worked from a cognitive‐elaboration perspective whereas the other teacher took an approach to teaching that incorporated socio‐cultural perspectives. Both of the approaches to teaching supported the active engagement of learners and may account for the similar learning outcomes measured. In light of the current move toward standards‐based public education, it may seem that there is only one pathway for teaching to support of student learning. However, our results do not support this notion and we provide evidence that different instructional models, classroom norms, and appropriation of tools can support similar student learning outcomes with respect to content knowledge. © 2014 Wiley Periodicals, Inc. J Res Sci Teach 52: 6–35, 2015

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“…Research indicates that teachers often need more time and continued support to change and sustain their practices and/or beliefs than what is provided during traditional, relatively short professional development opportunities (e.g., Abell & Pizzini, 1992;Akerson & Hanuscin, 2007;Gibbons et al, 1997;Sandholtz & Ringstaff, 2013). Long-term professional development can produce more permanent changes in teachers' practices (Penuel et al, 2007).…”

Section: Length Of Professional Developmentmentioning

confidence: 99%

“…Time for Science Instruction. Recent research highlights elementary teachers' challenge to fit science into the curriculum and the ways in which this can limit the effects of professional development (e.g., Sandholtz & Ringstaff, 2013). The limited instructional time for science as a result of No Child Left Behind (NCLB) requirements in elementary schools is well known (e.g., Banilower et al, 2007), especially in schools that fail to make adequate yearly progress (AYP; Johnson, 2007;Ruby, 2006).…”

Section: Journal Of Research In Science Teachingmentioning

confidence: 99%

The effects of a master's program on teachers' science instruction: Results from classroom observations, teacher reports, and student surveys

2013

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This study examines the impact of a new master's degree program on the instructional practices of K‐8 in‐service teachers. This 2.5‐year master's program was designed to deepen in‐service teachers' knowledge in science and mathematics and promote greater use of reform‐oriented instruction. Teachers' instructional practices were captured annually through classroom observations, student reports, and teacher self‐reports. Based on the results of the first 2 years of program implementation, there was a significantly positive change in the extent to which teachers implemented reform‐oriented practices in the classroom. However, these changes were most prominent in the first year of the program. A comparison of different data sources indicated that teachers perceived their progress toward reform‐oriented instruction as far more steady than indicated by outside observers or student reports. Implications for current policies, professional development, and further research are discussed. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 51: 219–249, 2014

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Assessing the impact of teacher professional development on science instruction in the early elementary grades in rural US schools

Cited by 23 publications

References 16 publications

What is Value of Reform-oriented in-service Teacher Development Attempts on Inquiry Teaching for Pedagogically Discontented Science Teachers? An Expectancy-value Perspective

What is Value of Reform-oriented in-service Teacher Development Attempts on Inquiry Teaching for Pedagogically Discontented Science Teachers? An Expectancy-value Perspective

Using representational tools to learn about complex systems: A tale of two classrooms

The effects of a master's program on teachers' science instruction: Results from classroom observations, teacher reports, and student surveys

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