The Effect of a Mentoring Model for Elementary Science Professional Development

Koch, Janice; Appleton, Ken

doi:10.1007/s10972-006-9036-1

Cited by 21 publications

(11 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…By obtaining this dual achievement outcome, the impact of age-appropriate, in-depth integrated science instruction on reading comprehension justifies the increased time allocated for daily science instruction. Implications of this year-long study extend well beyond the "proof of concept" findings of the previous 8-week study (Vitale & Romance, 2007b) by demonstrating both the feasibility and effectiveness of the integrated 45 minute per day model, in contrast to literature reviewed by Koch & Appleton (2007). In combination with findings reported by Romance & Vitale (1992, 2011 in grades 3 -5 and literature emphasizing the importance of science at the primary level (e.g.…”

Section: Discussionsupporting

confidence: 63%

Using in-Depth Science Instruction to Accelerate Student Achievement in Science and Reading Comprehension in Grades 1 – 2

Vitale

Romance

2012

Int J of Sci and Math Educ

View full text Add to dashboard Cite

This study focused on accelerating development of science knowledge and understanding at the primary level (grades 1 -2) as a means for enhancing reading comprehension (i.e. early literacy). An adaptation of a grade 3 -5 cognitive-sciencebased, instructional model (Science IDEAS) that integrated science with reading and writing, this year-long study implemented daily 45-min instructional periods emphasizing in-depth, cumulative learning of science core-concept "clusters" while integrating science and literacy in a manner that provided teachers with a thematic focus for all aspects of instruction. Results (a) confirmed the feasibility of implementing the integrated, in-depth science model at the primary level and (b) showed that experimental students obtained significantly higher achievement on Iowa Tests of Basic Skills Science and Reading tests than comparable controls. Discussed are curricular policy implications for increasing the instructional time for content-area instruction at the primary level.

show abstract

Section: Discussionsupporting

confidence: 63%

Using in-Depth Science Instruction to Accelerate Student Achievement in Science and Reading Comprehension in Grades 1 – 2

Vitale

Romance

2012

Int J of Sci and Math Educ

View full text Add to dashboard Cite

show abstract

“…Over a period of six months, the teachers who watched videos of their instruction with their supervisors significantly improved their attitudes towards teaching, and they improved specific teaching behaviours, such as wait time, higher-level questions and praise for students. Koch and Appleton (2007) found similar results when they developed a programme in Australia that worked closely with two primary teachers in order to support their use of constructivist instructional approaches. Their programme involved co-teaching with the primary teachers.…”

Section: Studies In Science Education 21mentioning

confidence: 64%

“…Their programme involved co-teaching with the primary teachers. At the end of the year, Koch and Appleton (2007) found that the NHTS were able to probe student thinking and engage students in questioning. Furthermore, the teachers valued this type of support, and it did encourage science instruction in their classrooms.…”

Section: Studies In Science Education 21mentioning

confidence: 99%

“…The authors suggested that mentors develop skills in order to move the conversation beyond a focus on behaviour management. At the primary level, Rivera Maulucci (2010a) in the US and Koch and Appleton (2007) in Australia have examined mentoring in school sites. Both found that on-site mentoring in science helped the NHTS to work more effectively in their schools and with students.…”

Section: Summary and Research Directions: Assessmentmentioning

confidence: 99%

See 1 more Smart Citation

Supporting newly hired teachers of science: attaining teacher professional standards

Luft

Dubois

Nixon

et al. 2014

Studies in Science Education

View full text Add to dashboard Cite

National standards for teachers are becoming more common. For newly hired teachers of science (NHTS), these standards have implications for how they are prepared and supported in their early years. In order to guide educators who prepare and study teachers of science and support NHTS, this review examines 30 years of research pertaining to teachers of science in their first five years of teaching. An examination of several national standards documents resulted in six broad areas that frame this review: Content and Curricular Knowledge, Learners and Learning, Professional Practice and Learning Environments, Equity, Assessment and Professionalism. It is evident from the review of identified articles that NHTS are capable of much more than has been envisioned and discussed previously, and that they are in a unique period in which their knowledge and abilities are being modified rapidly. This review points to the need for well-configured induction programmes, and the importance of the alignment between initial certification programmes and induction programmes. Finally, this review suggests several areas that are in need of study, such as how NHTS build their knowledge about learners and learning, and assessment. This review begins to fill the 'gap' in our understanding of science teacher development by specifically examining NHTS.

show abstract

“…Austin and Fraser‐Abder (1995) described how mentors working with mathematics and science teachers in urban bilingual settings can model the importance of using multiple strategies for presenting new content and building a network of resources within a school to support English language learners. Koch and Appleton (2007) describe two case studies of university science educators mentoring elementary teachers to enact inquiry‐based science units. Because of their experiences with the project, the teachers were seen asking more questions and probing student thinking.…”

Section: Behaviors Of Educative Mentorsmentioning

confidence: 99%

Educative mentoring: Promoting reform‐based science teaching through mentoring relationships

Bradbury

2010

Science Education

View full text Add to dashboard Cite

show abstract

The Effect of a Mentoring Model for Elementary Science Professional Development

Cited by 21 publications

References 8 publications

Using in-Depth Science Instruction to Accelerate Student Achievement in Science and Reading Comprehension in Grades 1 – 2

Using in-Depth Science Instruction to Accelerate Student Achievement in Science and Reading Comprehension in Grades 1 – 2

Supporting newly hired teachers of science: attaining teacher professional standards

Educative mentoring: Promoting reform‐based science teaching through mentoring relationships

Contact Info

Product

Resources

About