Professional Development for Middle School Science Teachers: Does an Educative Curriculum Make a Difference?

Pringle, Robert; Mesa, Jennifer; Hayes, Lynda

doi:10.1080/1046560x.2016.1277599

Cited by 24 publications

(11 citation statements)

References 33 publications

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“…Drake et al, 2014). Furthermore, educative curriculum materials are not a panacea and should be supported by strong professional development (e.g., Pringle, Mesa, & Hayes, 2017). Empirical research could investigate how professional development and educative curriculum materials work together to support teacher learning.…”

Section: Implications For Studying Educative Curriculum Materialsmentioning

confidence: 99%

Educative Curriculum Materials: Uptake, Impact, and Implications for Research and Design

Davis

Palincsar

Smith

et al. 2017

Educational Researcher

117

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The authors synthesize the findings of a research project to extend what is known about educative curriculum materials, or curriculum materials designed with the intent of supporting teacher learning as well as student learning. Drawing on a three-year program of research, including several close observational case studies and a large-scale quasi-experiment, the authors demonstrate how teachers use curriculum materials, what evidence there is of teachers’ uptake of ideas in educative curriculum materials, and what evidence there is of impact on teacher and/or student knowledge. These findings are situated in the literature, and the authors discuss how, taken together, the findings suggest design principles for educative curriculum materials. The authors close with implications for research.

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Section: Implications For Studying Educative Curriculum Materialsmentioning

confidence: 99%

Educative Curriculum Materials: Uptake, Impact, and Implications for Research and Design

Davis

Palincsar

Smith

et al. 2017

Educational Researcher

117

View full text Add to dashboard Cite

show abstract

“…Nach der Entwicklung von Glaser und Strauss in den 70er Jahren kam es zum Diskurs zwischen den beiden Gründern, wobei Glaser einen in der Wissenschaftstheorie längst überwundenen, naiven Induktionismus vertritt (Strübing, 2014, 458 ralisierbare Erkenntnisse abgeleitet werden (Petri, 2014 B. Remillard, 1999;Schneider & Krajcik, 2002;Collopy, 2003;Drake & Sherin, 2006;Roehrig, Kruse & Kern, 2007;Vos et al, 2011;Charalambous & Hill, 2012;Bismack et al, 2015;Davis et al, 2017;Pringle, Mesa & Haynes, 2017 Kagan (1990, 459): [T]he use of multimethod approaches appears to be superior, not simply because they allow triangulation of data but because they are more likely to capture the complex, multifaceted aspects of teaching and learning.…”

Section: Es Liegen Allerdings Auch Befunde Aus Deutschland Vor Wonach Lehrkräfteunclassified

“…Überdies wird qualitative Forschung als Sammelbegri für alles, was nicht als quantitative Forschung gilt, verwendet, weshalb teilweise sehr unterschiedliche Verfahren zusammengefasst werden (Strübing et al, 2018). Die gewählten Erhebungsinstrumente konnten sich bereits in vorangehenden Studien zu ähnlichen Forschungsfragen bewähren (Remillard, 1999;Schneider & Krajcik, 2002;Collopy, 2003;Drake & Sherin, 2006;Roehrig, Kruse & Kern, 2007;Vos et al, 2011;Charalambous & Hill, 2012;Bismack et al, 2015;Davis et al, 2017;Pringle, Mesa & Haynes, 2017). Ferner fand eine begründete Abwägung mit alternativen Erhebungsinstrumenten statt (vgl.…”

Section: Für Die Vorliegende Arbeitunclassified

See 1 more Smart Citation

Implementierung fachdidaktischer Innovationen durch das Angebot materialgestützter Unterrichtskonzeptionen. Fallanalysen zum Nutzungsverhalten von Lehrkräften am Beispiel des Münchener Lehrgangs zur Quantenmechanik

Breuer¹

2021

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“…Recent analysis of the effectiveness of these materials shows that when they are used in conjunction with PLD, they are effective in facilitating teacher learning and instrumental in changing teaching practice (Donna & Hick, 2017;Pringle, Mesa, & Hayes, 2017).…”

Section: Final Thoughts and Implicationsmentioning

confidence: 99%

A framework for professional learning and development in science for New Zealand upper primary teachers

Cizadlo¹

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<p>This doctoral thesis describes the development of a framework to guide the creation and delivery of bespoke professional learning and development programmes (PLD) in physical science for groups of Year 7 and 8 teachers. It identifies key principles and provides practical advice needed to produce PLD programmes specifically focused on the topics selected, in consultation with the teachers involved, that are tailored to the school environment and adhere to design principles informed by research, and tested in the New Zealand context. The framework was developed using a design-based research approach involving three iterations of use, analysis, and improvement. Audio recordings, structured interviews, classroom observations, concept maps, and field notes provided data for a qualitative analysis paradigm. The research employed a social-constructivist lens, with an emphasis on learner-centred science investigations, leading to the development of a new framework for physical science PLD design and delivery consisting of five major focus areas: Subject selection / curriculum, Subject matter understanding, Teaching practice, Support, and Logistical considerations. This research highlighted the challenges faced by generalist teachers with limited science backgrounds in working with New Zealand's non-prescriptive national curriculum, to develop specific physical science units that are relevant to their local school environment. Specifically, teachers with limited subject matter knowledge face challenges selecting topics from the New Zealand Curriculum, balancing breadth and depth of topic coverage, and selecting curriculum support materials. After participating in the PLD teachers were able to use their subject matter knowledge and teaching experience to select materials and confidently teach the physical science topics covered in the PLD.</p>

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Professional Development for Middle School Science Teachers: Does an Educative Curriculum Make a Difference?

Cited by 24 publications

References 33 publications

Educative Curriculum Materials: Uptake, Impact, and Implications for Research and Design

Educative Curriculum Materials: Uptake, Impact, and Implications for Research and Design

Implementierung fachdidaktischer Innovationen durch das Angebot materialgestützter Unterrichtskonzeptionen. Fallanalysen zum Nutzungsverhalten von Lehrkräften am Beispiel des Münchener Lehrgangs zur Quantenmechanik

A framework for professional learning and development in science for New Zealand upper primary teachers

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