A Case Study of Coaching in Science, Technology, Engineering, and Math Professional Development

Autor/inn/en	DeChenne, Sue Ellen; Nugent, Gwen; Kunz, Gina; Luo, Linlin; Berry, Brandi; Craven, Katherine; Riggs, April
Institution	National Center for Research on Rural Education (R2Ed)
Titel	A Case Study of Coaching in Science, Technology, Engineering, and Math Professional Development
Quelle	(2012), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teaching Methods; Scoring Rubrics; Feedback (Response); Science Teachers; Mathematics Teachers; Case Studies; STEM Education; Coaching (Performance); Inservice Teacher Education; Lesson Plans; Inquiry; Instructional Effectiveness; Federal Aid; Mixed Methods Research; Participant Observation; Interviews; Pretests Posttests; Measures (Individuals); College School Cooperation; Summer Programs; Engineering Education; Middle School Teachers; Secondary School Teachers; Pedagogical Content Knowledge; Nebraska + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Scoring formulas; Auswertungsbogen; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Case study; Fallstudie; Case Study; STEM; Lehrerfortbildung; Lesson planning; Unterrichtsplanung; Unterrichtserfolg; Teilnehmende Beobachtung; Interviewing; Interviewtechnik; Messdaten; Sommerkurs; Ingenieurausbildung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Pädagogische Kompetenz
Abstract	A professional development experience for science and mathematics teachers that included coaches was provided for ten science and math teachers. This professional development experience had the teachers develop a lesson that utilized the engineering context to teach a science or mathematics concept through guided inquiry as an instructional methodology. Developing a guided inquiry lesson can be a difficult task for teachers. Science teachers have inquiry standards that they must meet and research indicates that teaching through guided inquiry is an effective method of teaching science content. Mathematics teachers are being asked to incorporate more active and cooperative instructional experiences in in their classrooms. Results of the professional development experience indicate that all but one of the teachers were successful in developing and implementing guided inquiry lessons within their classrooms. Matching coach and teacher by content area was found to be important. Coaches provided help to the teachers in developing their lessons by providing a sounding board for teacher ideas, offering suggestions for the lessons, observing and providing feedback, and helping the teachers understand guided inquiry. Scoring Rubric for Lesson Plans is appended. (Contains 1 figure and 5 tables.) (As Provided).
Anmerkungen	National Center for Research on Rural Education. University of Nebraska-Lincoln, 216 Mabel Lee Hall, Lincoln, NE 68588. Tel: 402-472-2448; Web site: http://r2ed.unl.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10