Preparing Teachers to Design Sequences of Instruction in Earth Systems Science

Penuel, William R.; Gallagher, Lawrence P.; Moorthy, Savitha

doi:10.3102/0002831211410864

Cited by 134 publications

(101 citation statements)

References 36 publications

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“…Randomized controlled experiments offer some evidence that PD programs designed in accord with the features of effective PD can produce significant gains in teacher knowledge and instructional practices (e.g., Bell et al, 2010;Heller et al, 2012) and student learning (e.g., Heller et al, 2012;Penuel, Gallagher, & Moorthy, 2011). For example, Heller and colleagues compared the effects of three PD programs focused on electric circuits that used three different approaches − teaching cases, analysis of student work, and metacognitive analysis − as well as a business-as-usual control condition.…”

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confidence: 99%

Practice What You Teach: A Video-Based Practicum Model of Professional Development for Elementary Science Teachers

Berson¹,

Borko²,

Million³

et al. 2018

Orbis Scholae

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This study examines an innovative professional development program that provides teachers with an opportunity to practice pedagogical strategies in a low stakes classroom context. Elementary teachers participated in a one-week summer Institute and two-week Practicum focused on learning strategies for facilitating scientific discourse and argumentation in their classrooms. During the Practicum, teachers taught lessons in a summer program for elementary school students and engaged in daily video-based discussions to reflect on their instruction. This study identified the instructional practices that were most emphasized during the Institute and examined the extent to which teachers took up those practices during the subsequent practicum experience. A classroom vignette illustrates how one teacher engaged her students in the discourse practices, and a coaching vignette portrays her video reflection group's discussion of the episode. Findings suggest that the focal instructional practices were taken up to different degrees during the Practicum, and that opportunities for practice and reflection are potentially valuable features of professional development programs. The project illustrates the value of video as a tool for both professional development and research.Keywords: professional development, science talk, pedagogy, science education, science instruction, classroom video DOI: 10.14712/23363177.2015.79 A growing body of empirical research on the structure, content and outcomes of effective professional development (PD) provides insights about the characteristics of programs that provide high-quality, high-impact learning opportunities for teachers. As Desimone (2009) argues, "there is a research consensus on the main features of professional development that have been associated with changes in knowledge, practice, and, to a lesser extent, student achievement" (p. 183). These features include: 1) a focus on subject matter content and how students learn that content;

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confidence: 99%

Practice What You Teach: A Video-Based Practicum Model of Professional Development for Elementary Science Teachers

Berson¹,

Borko²,

Million³

et al. 2018

Orbis Scholae

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“…In these studies, researchers often define a program effect as a single parameter or set of parameters. For instance, some researchers use classification or indicator variables to specify teachers' (or schools') participation or nonparticipation in a program (e.g., Dimitrov 2009;La Paz et al 2011;Penuel, Gallagher, and Moorthy 2011;Barrett, Butler, and Toma 2012;Johnson and Fargo 2014), and some use covariates to account for the amount of time or number of activities a teacher has completed for professional development (e.g., Harris and Sass 2011;Foster, Toma, and Troske 2013).…”

Section: Existing Methods For Estimating Program Effectsmentioning

confidence: 99%

Defining Program Effects: A Distribution-Based Perspective

Green

Stroup

Fellers

2017

Statistics and Public Policy

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In an age of accountability, it is critical to define and estimate the effects of teacher education and professional development programs on student learning in ways that allow stakeholders to explore potential reasons for what is observed and to enhance program quality and fidelity. Across the suite of statistical models used for program evaluation, researchers consistently measure program effectiveness using the coefficients of fixed program effects. We propose that program effects are best characterized not as a single effect to be estimated, but as a distribution of teacher-specific effects. In this article, we first discuss this approach and then describe one way it could be used to define and estimate program effects within a value-added modeling context. Using an example dataset, we demonstrate how program effect estimates can be obtained using the proposed methodology and explain how distributions of these estimates provide additional information and insights about programs that are not apparent when only looking at average effects. By examining distributions of teacher-specific effects as proposed, researchers have the opportunity to more deeply investigate and understand the effects of programs on student success.

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“…One goal of science-educational interventions in primary education is to influence the teaching strategies of teachers in such a way that these lead to cognitive gains of students in scientific knowledge. Several teaching interventions involving inquiry-based learning principles have been designed to support teachers in the implementation of successful science education (e.g., Borman et al 2008;Cuevas et al 2005;Penuel et al 2011;Şimşek and Kabapinar 2010;Wetzels 2015).…”

Section: Introductionmentioning

confidence: 99%

The Effects of Video Feedback Coaching for Teachers on Scientific Knowledge of Primary Students

et al. 2017

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The present study was aimed at investigating the effects of a video feedback coaching intervention for upper-grade primary school teachers on students' cognitive gains in scientific knowledge. This teaching intervention was designed with the use of inquiry-based learning principles for teachers, such as the empirical cycle and the posing of thoughtprovoking questions. The intervention was put into practice in 10 upper-grade classrooms. The trajectory comprised four lessons, complemented with two premeasures and two postmeasures. The control condition consisted of 11 upper-grade teachers and their students. The success of the intervention was tested using an established standardized achievement test and situated measures. In this way, by means of premeasure and postmeasure questionnaires and video data, an assessment could be made of the change in students' scientific knowledge before, during, and after the intervention. In this study, we primarily focused on the dynamics of students' real-time expressions of scientific knowledge in the classroom. Important indicators of the effect of the intervention were found. Through focusing on the number of explanations and predictions, a significant increase could be seen in the proportion of students' utterances displaying scientific understanding in the intervention condition. In addition, students in the intervention condition more often reasoned on higher complexity levels than Res Sci Educ (2018)

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Preparing Teachers to Design Sequences of Instruction in Earth Systems Science

Cited by 134 publications

References 36 publications

Practice What You Teach: A Video-Based Practicum Model of Professional Development for Elementary Science Teachers

Practice What You Teach: A Video-Based Practicum Model of Professional Development for Elementary Science Teachers

Defining Program Effects: A Distribution-Based Perspective

The Effects of Video Feedback Coaching for Teachers on Scientific Knowledge of Primary Students

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