Meeting the Demands of Science Reforms: A Comprehensive Professional Development for Practicing Middle School Teachers

Pringle, Robert; Mesa, Jennifer; Hayes, Lynda

doi:10.1007/s11165-018-9708-9

Cited by 9 publications

(9 citation statements)

References 50 publications

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“…Changing teacher practice represents a major theme in the science education literature, with a multitude of studies exploring factors that influence teacher practice including professional development (PD) (Fishman et al, 2003;Guskey, 2002;Lumpe et al, 2012;Miller et al, 2021;Pringle et al, 2018), science education policy and curricular reform efforts (Luft & Hewson, 2014;Penuel et al, 2009;Pruitt, 2014;Shaver et al, 2007;Spillane et al, 2001), teacher beliefs (Luft, 2001;Lumpe et al, 2000;Marco-Bujosa et al, 2021), and assessment (Deboer, 2002;Klassen, 2006). As a thorough review of this body of literature is beyond the scope of this paper, we focus on highlighting key findings from recent work examining changes in science teaching precipitated by NGSS-aligned PD or curriculum projects and RPPs.…”

Section: Background Literaturementioning

confidence: 99%

“…Researchers have described changes in teacher practices and beliefs in the context of PD initiatives designed to support NGSS implementation and 3D instruction (Hayes et al, 2017; Lehrer & Schauble, 2012; McNeill & Knight, 2013; Parke & Coble, 1998; Pringle et al, 2018; Southerland et al, 2016). One study by Hayes et al (2019) examined how participants in a PD institute integrated the NGSS and environmental education using a stewardship approach.…”

Section: Background Literaturementioning

confidence: 99%

“…Further, the study found that the shift in teachers' beliefs resulted from a combination of factors including resources provided by PD, observations of student engagement, and NGSS justification for stewardship activities. A mixed‐methods study by Pringle et al (2018) examined the effects of a comprehensive PD program on science teachers' content knowledge and instructional practices. Findings of the study indicated significant improvements in teachers' disciplinary content knowledge and variations in teachers' ability to translate knowledge into instructional practices consistent with the PD.…”

Section: Background Literaturementioning

confidence: 99%

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Sustaining shifts in science teaching through a research–practice partnership

Gale

Koval

Alemdar

et al. 2022

School Sci & Mathematics

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This study examines shifts in science teachers' (N = 15) beliefs and practices within the context of a research–practice partnership (RPP) that developed and implemented curriculum modules in middle school science classrooms. Interview, document, and observation data gathered over the course of the project indicate that the vast majority of teachers intended to continue using the curriculum modules in their classrooms for the foreseeable future. These data also documented potential shifts in teacher attitudes and practices inspired by the modules. Among teacher participants, there were clear examples of teachers modifying other lesson plans to resemble key components of the modules, using module implementation as a context for developing proficiency with inquiry‐oriented teaching, and revisiting or drawing connections to the modules when teaching other science content. The study also documented the typical sequence of shifts in teachers' beliefs and practices, with findings indicating that teacher beliefs were most powerfully influenced by their observations of student performance and engagement during module implementation. By following teachers' beliefs and practices beyond the official implementation timeline of the project, the study lends insight into the ways in which curriculum resources developed in the context of RPPs may have a lasting impact at the classroom level.

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Section: Background Literaturementioning

confidence: 99%

Section: Background Literaturementioning

confidence: 99%

Section: Background Literaturementioning

confidence: 99%

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Sustaining shifts in science teaching through a research–practice partnership

Gale

Koval

Alemdar

et al. 2022

School Sci & Mathematics

View full text Add to dashboard Cite

show abstract

“…Recent trends have witnessed considerable efforts to improve the quality of science instruction in schools (Lochmiller & Cunningham, 2019;Pringle et al, 2020). The expectation for high student achievement have increased the demand for quality instructional practices in science instruction (Sandholtz, & Ringstaff, 2014;Peacock & Melville, 2019;Yow & Lotter, 2016).…”

Section: Introductionmentioning

confidence: 99%

Leadership in Science Instruction: A Systematic Review of Research

Adams¹,

Hamdhiyya²

2022

APJEE

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There is growing interest in the role that principals play as school leaders. This systematic review was conducted to identify principal leadership practices that advance science instruction including teaching and learning in schools. In accordance with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, a systematic review was conducted on Web of Science (WOS) and Scopus. This yielded a total of 20 articles. The review of these articles resulted in seven primary themes: facilitating high-quality learning experiences; monitoring the curricular program; creating a safe school environment; distributing leadership to advance science instruction; resources support; recruiting qualified science teachers; and quality teacher professional development programmes. The review has implications in the field of educational leadership and management in revealing how school leaders may contribute to science instruction, including teaching and learning in schools.

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“…Education researchers are responsible for providing teachers with more comprehensive support, to help them acquire essential knowledge. Additionally, they should facilitate the development of teaching practices that are aligned with science education reform (Pringle et al, 2020). More effort should be made to provide updated and effective PD activities for science teachers to ensure the output of training results (Aldahmash et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Rethinking the Factor of Duration for Professional Development: A Workshop-Seminar-Demonstration Class Model for Science Teachers

Liu

et al. 2021

EURASIA J Math Sci Tech Ed

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Meeting the Demands of Science Reforms: A Comprehensive Professional Development for Practicing Middle School Teachers

Cited by 9 publications

References 50 publications

Sustaining shifts in science teaching through a research–practice partnership

Sustaining shifts in science teaching through a research–practice partnership

Leadership in Science Instruction: A Systematic Review of Research

Rethinking the Factor of Duration for Professional Development: A Workshop-Seminar-Demonstration Class Model for Science Teachers

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