Whole-School Collaborative Sustained Professional Development and Science Teacher Change: Signs of Progress |
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| Authors: | Carla C Johnson |
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| Institution: | (1) University of Toledo, 2801 W Bancroft, Mail stop 106, Toledo, OH, 43606, U.S.A |
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| Abstract: | The experiences of middle school science teachers at two schools in the southeastern US who participated in collaborative,
sustained, whole-school professional development and their implementation of standards-based instructional practices are the
focus of this study. Participants were involved in their second year of the professional development experience. The research
question that was explored was “How are science teachers implementing standards-based instruction while participating in effective
professional development experiences?” Data collected in the form of teacher interviews and classroom observations using an
observation protocol. Findings indicate that even with effective professional development, teachers implement standards-based
instructional practices at varying levels. The reasons for these differences are discussed and the role of teacher beliefs
and the impact of beliefs, experience and support from administrators on professional development efforts are discussed. Implications
for future science education reform stakeholders and professional development efforts are revealed. |
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