Cultivating Primary Students' Scientific Thinking through Sustained Teacher Professional Development

Autor/inn/en	Miller, Roxanne Greitz; Curwen, Margaret Sauceda; White-Smith, Kimberly A.; Calfee, Robert C.
Titel	Cultivating Primary Students' Scientific Thinking through Sustained Teacher Professional Development
Quelle	In: Early Childhood Education Journal, 43 (2015) 4, S.317-326 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-014-0656-3
Schlagwörter	Elementary School Students; Faculty Development; Science Instruction; Elementary School Teachers; Science Teachers; Pedagogical Content Knowledge; Primary Education; Poverty; Student Diversity; Kindergarten; Grade 1; Grade 2; Qualitative Research; Program Effectiveness; Collegiality; Trust (Psychology); College School Cooperation; Teacher Collaboration; California + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Pädagogische Kompetenz; Primarbereich; Armut; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Qualitative Forschung; Kollegialität; Lehrerkooperation; Kalifornien
Abstract	While the United States' National Research Council (NRC 2012) and Next Generation Science Standards (NGSS 2013) advocate children's engagement in active science learning, elementary school teachers in the US indicate lack of time to teach science regularly because of (1) school and district pressure to focus on English language arts and mathematics assessment scores in response to the country's No Child Left Behind (2001) mandates; (2) a lack of preparation in teacher science content knowledge; and (3) a lack of science professional development opportunities. In response to these needs and focusing on the primary (Kindergarten-first-second) grade levels, the Project SMART professional development program was created and implemented over three school years in one high-poverty California school district comprised of diverse students, including 62% English language learners. This qualitative report explores primary grades teachers' experiences in the professional development program, providing teacher descriptions of impact on student learning and motivation as well as collegial trust gained through on-going collaboration with university faculty, district professional development facilitators, and among their school/district peers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01