Impacts of a Practice-Based Professional Development Program on Elementary Teachers' Facilitation of and Student Engagement with Scientific Argumentation

Autor/inn/en	Osborne, Jonathan F.; Borko, Hilda; Fishman, Evan; Gomez Zaccarelli, Florencia; Berson, Eric; Busch, K. C.; Reigh, Emily; Tseng, Anita
Titel	Impacts of a Practice-Based Professional Development Program on Elementary Teachers' Facilitation of and Student Engagement with Scientific Argumentation
Quelle	In: American Educational Research Journal, 56 (2019) 4, S.1067-1112 (46 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831218812059
Schlagwörter	Faculty Development; Persuasive Discourse; Elementary School Teachers; Learner Engagement; Science Instruction; Science Teachers; Teacher Participation; Practicums; Science Achievement; Teaching Methods; Elementary School Science; Grade 5; Scientific and Technical Information; California + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Science teacher; Wissenschaft; Practicum; Praktikum; Praktika; Teaching method; Lehrmethode; Unterrichtsmethode; School year 05; 5. Schuljahr; Schuljahr 05; Kalifornien
Abstract	This article reports an investigation of a professional development program to enhance elementary teachers' ability to engage their students in argument from evidence in science. Using a quasi-experimental approach, three versions were compared: Version A--a 1-week summer institute with a 2-week summer practicum experience and 8 follow-up days (four per year), Version B without the practicum experience, and Version C--a revision of Version A in Year 3. All teachers were videoed twice each year, and the videos were rated using an instrument to measure the quality of discourse. All versions led to a significant improvement in teachers' facilitation of classroom discourse. Neither the practicum nor the revised program had an additional effect. Implications for the field are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01