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Journal of Science Teacher Education

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01-11-2011

Observed Implementation of a Science Professional Development Program for K-8 Classrooms

Authors: Becky Barton Sinclair, Gilbert Naizer, Cynthia Ledbetter

Published in: Journal of Science Teacher Education | Issue 7/2011

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Abstract

The purpose of this study was to assess the impact of a teacher professional development program on the classroom teaching practices of the participants. This particular professional development program included an intensive summer institute, 8 monthly follow-up sessions, informal participant-professor mentoring and peer networking. The majority of participants were teachers (grades 4–8) in rural school districts. Qualitative and descriptive measures were used to assess the impact of this program in terms of participants’ science content learned, teacher self-efficacy, classroom teaching performance and an informal program survey.

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Title: Observed Implementation of a Science Professional Development Program for K-8 Classrooms
Authors: Becky Barton Sinclair
Gilbert Naizer
Cynthia Ledbetter
Publication date: 01-11-2011
Publisher: Springer Netherlands
Published in: Journal of Science Teacher Education / Issue 7/2011
Print ISSN: 1046-560X
Electronic ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-010-9206-z

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Other articles of this Issue 7/2011

Erratum to: Using Socioscientific Issues in Primary Classrooms

Elementary Teachers’ Use of Graphical Representations in Science Teaching

Epistemological Predictors of “Self Efficacy on Learning Biology” and “Test Anxiety Related to Evaluation of Learning on Biology” for Pre-service Elementary Teachers

Exploring a Science Teacher’s Uncertainty with Integrating Engineering Design: An Action Research Study

Cognitive and Attitudinal Predictors Related to Line Graphing Achievement among Elementary Pre-service Teachers

The Psychometric Evaluation of a Three-Dimension Elementary Science Attitude Survey

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