Teaching for Understanding in Earth Science: Comparing Impacts on Planning and Instruction in Three Professional Development Designs for Middle School Science Teachers |
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| Authors: | William R Penuel Harold McWilliams Carla McAuliffe Ann E Benbow Colin Mably Margaret M Hayden |
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| Institution: | (1) Center for Technology in Learning, SRI International, 333 Ravenswood Avenue, Menlo Park, CA 94025, USA;(2) TERC, Cambridge, USA;(3) American Geological Institute, Alexandria, USA;(4) Duval County Public Schools, Jacksonville, USA |
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| Abstract: | This paper compares and contrasts the impacts of three professional development designs aimed at middle school Earth science
teachers on how teachers plan and enact instruction. The designs were similar in their alignment to research-based practices
in science professional development: each design was of an extended duration and time span, included follow-up support to
teachers, and incorporated active learning approaches in the professional development. In addition, the designs had a high
level of coherence with other reform activities and with local standards. The main difference among the designs was in the
roles of teachers in designing, adopting, or adapting curriculum materials. Evidence from teacher survey and observation data
indicated that all programs had positive impacts on how teachers planned and enacted teaching for understanding, but differences
among programs was more evident in their impacts on instructional planning. |
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