Implementation of instructional innovations in K-8 science classes: perspectives of inservice teachers

Dass, Pradeep Maxwell

doi:10.1080/09500690117167

Cited by 8 publications

(10 citation statements)

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“…Other studies have identified: 1) content-focused activities, 2) knowledge about best teaching practices for teaching science to the targeted student populations, and 3) learning how to engage students in the learning process as some of the key characteristics of effective professional development interventions (Dass, 2001;Garet et al, 2001;Penuel et al, 2007). More specifically, these studies indicated that high quality professional development for science teachers should be content-focused, model inquiry style pedagogies, and provide teachers with enhanced knowledge and skills to work with diverse student populations.…”

Section: Professional Development For Science Teachersmentioning

confidence: 99%

The Impact of the 5E Teaching Model on Changes in Neuroscience, Drug Addiction, and Research Methods Knowledge of Science Teachers Attending California’s ARISE Professional Development Workshops

Manzo

Whent²,

Liets³

et al. 2016

JEL

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This study examined how science teachers' knowledge of research methods, neuroscience and drug addiction changed through their participation in a 5-day summer science institute. The data for this study evolved from a four-year NIH funded science education project called Addiction Research and Investigation for Science Educators (ARISE). Findings were based on pre-and post-test evaluation data from three annual cohorts in June 2010, 2011 and 2012. Researchers found significant improvement in teacher knowledge overall and on all subscales. Teachers with lower pre-test scores showed the greatest gain in post-test scores. What made this in-service unique was that the 5E pedagogical model was used to teach the teachers and demonstrate 5E instruction in the science classroom. Through the use of the 5E teaching method, we found that teachers in our cohorts with the least skill had higher rates of gain. A strategy that has been used extensively to teach science to children, this model moves away from didactic methods of in-service pedagogy. These findings suggest that the 5E model could be an effective way to teach teachers as well as students, particularly new and or less skilled teachers, who often tend to have high numbers of English Learner (EL) students in their classes.

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Section: Professional Development For Science Teachersmentioning

confidence: 99%

The Impact of the 5E Teaching Model on Changes in Neuroscience, Drug Addiction, and Research Methods Knowledge of Science Teachers Attending California’s ARISE Professional Development Workshops

Manzo

Whent²,

Liets³

et al. 2016

JEL

View full text Add to dashboard Cite

show abstract

“…A key component of successful professional development is that it needs to be designed with the specific needs of the participants in mind (Dass, ; Klein, ). When teachers are more comfortable with teaching a particular topic, they are more likely to allow for student questioning, investigation, and discussion around core disciplinary scientific ideas; hence professional development programs should also focus on enhancing teachers' knowledge of these ideas, scientific practices, and crosscutting concepts in addition to their pedagogical content knowledge (e.g., Kielborn & Gilmer, ; Lakshmanan, Heath, Perlmutter, & Elder, ; Luft, ; Michaels et al, ; NRC, ; Penuel, Fishman, Yamaguchi, & Gallagher, ; Sinclair, Naizer, & Ledbetter, ; Van Duzor, ).…”

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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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“…The quantitative structure activity relationship and quantitative structure property relationships were used for finding the structure of molecule, quantitative and qualitative analysis [6,7]. Their use in structure parameter correlations becomes popular for studying biological activities [8], normal co-ordinate analysis [9] and transition states of reaction mechanisms [10]. Infrared spectroscopy is a powerful tool technique for the qualitative and quantitative study of natural and synthetic molecules [11].…”

Section: Introductionmentioning

confidence: 99%

IR & NMR Spectral Studies of some 7-Substituted 9H-Fluorenacyl Bromides: Assessment of Substituent Effects

Thirunarayanan

2013

ILCPA

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A series of some 2-bromo-1-(2-substituted 9H-fluorene-7-yl)ethanones have been prepared. The purities of these ethanones have been checked by their physical constants and spectroscopic data. The spectral group frequencies of these enones have been assigned and correlated with Hammett substituent constants, F and R parameters. From the results of statistical analyses, the effects of substituent have been discussed.

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Implementation of instructional innovations in K-8 science classes: perspectives of inservice teachers

Cited by 8 publications

References 0 publications

The Impact of the 5E Teaching Model on Changes in Neuroscience, Drug Addiction, and Research Methods Knowledge of Science Teachers Attending California’s ARISE Professional Development Workshops

The Impact of the 5E Teaching Model on Changes in Neuroscience, Drug Addiction, and Research Methods Knowledge of Science Teachers Attending California’s ARISE Professional Development Workshops

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

IR & NMR Spectral Studies of some 7-Substituted 9H-Fluorenacyl Bromides: Assessment of Substituent Effects

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Implementation of instructional innovations in K-8 science classes: perspectives of inservice teachers

Cited by 8 publications

References 0 publications

The Impact of the 5E Teaching Model on Changes in Neuroscience, Drug Addiction, and Research Methods Knowledge of Science Teachers Attending California’s ARISE Professional Development Workshops

The Impact of the 5E Teaching Model on Changes in Neuroscience, Drug Addiction, and Research Methods Knowledge of Science Teachers Attending California’s ARISE Professional Development Workshops

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

IR &amp; NMR Spectral Studies of some 7-Substituted 9H-Fluorenacyl Bromides: Assessment of Substituent Effects

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IR & NMR Spectral Studies of some 7-Substituted 9H-Fluorenacyl Bromides: Assessment of Substituent Effects