A Standards-Based Professional Development Program and the Resulting Impact on Two Sixth Grade Teachers' Classroom Practices

Autor/in	Bereki, Debra Lynn
Titel	A Standards-Based Professional Development Program and the Resulting Impact on Two Sixth Grade Teachers' Classroom Practices
Quelle	(2010), (299 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of California, Santa Barbara
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1244-7748-0
Schlagwörter	Hochschulschrift; Dissertation; Curriculum Development; Earth Science; Program Effectiveness; Educational Change; Grade 6; Science Education; Science Curriculum; Science Instruction; Standards; Inservice Teacher Education; Elementary School Teachers; Outcomes of Education; Qualitative Research; College School Cooperation; Scientists; Geology; Case Studies; Curriculum Implementation; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Earth sciences; Geowissenschaften; Bildungsreform; School year 06; 6. Schuljahr; Schuljahr 06; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Standard; Lehrerfortbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lernleistung; Schulerfolg; Qualitative Forschung; Scientist; Wissenschaftler; Historische Geologie; Case study; Fallstudie; Case Study; Kalifornien
Abstract	In 2000, California introduced science content standards as part of an across the curriculum reform. This presented a special challenge for elementary teachers due to an increased emphasis on math and language arts, and limited science background and resources. This two year qualitative study looks at a professional development program that resulted from collaboration between a university and an elementary school district. The program brought sixth grade elementary teachers together with scientists (geologists) and a science educator to develop a quality sixth grade science curriculum aligned to the California content standards. This multiple-case embedded study included an analysis of how these standards were addressed during the program, and the impact of this professional development on two teachers' classroom practices. The results of this study indicate that the geologists and the science educator played different but complementary roles in the professional development program. Furthermore, the professional development disproportionately focused on the Earth science standards, and this correlated to a disproportionate focus on these standards in the classrooms of the two teachers studied. Finally, the results indicate that as these two teachers implemented their new science units, they progressed through the initial stages of teacher change as outlined by change models described in the literature. However, they did not reach the final stage of change that involves complete confidence in their knowledge and being satisfied with the implementation of their science units. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10