Effects of Two Scientific Inquiry Professional Development Interventions on Teaching Practice

Autor/inn/en	Grigg, Jeffrey; Kelly, Kimberle A.; Gamoran, Adam; Borman, Geoffrey D.
Titel	Effects of Two Scientific Inquiry Professional Development Interventions on Teaching Practice
Quelle	In: Educational Evaluation and Policy Analysis, 35 (2013) 1, S.38-56 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373712461851
Schlagwörter	Urban Schools; Inquiry; Professional Development; Grade 4; Elementary School Teachers; Evaluation Methods; Teacher Competencies; School Districts; Quasiexperimental Design; Data Analysis; Observation; Intervention; Science Instruction; Elementary School Science; Science Achievement; Grade 5; California + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 04; 4. Schuljahr; Schuljahr 04; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrkunst; School district; Schulbezirk; Auswertung; Beobachtung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 05; 5. Schuljahr; Schuljahr 05; Kalifornien
Abstract	In this article, we examine classroom observations from a 3-year large-scale randomized trial in the Los Angeles Unified School District (LAUSD) to investigate the extent to which a professional development initiative in inquiry science influenced teaching practices in in 4th and 5th grade classrooms in 73 schools. During the course of the study, LAUSD introduced an additional districtwide scientific inquiry professional development initiative, which complicates the experimental analysis but allows us to conduct a quasiexperimental analysis of the second Multilevel models predicting the presence of science inquiry in observed classroom lessons show that both interventions increased the incidence of inquiry-based science teaching, but the impact was limited to selected features of the inquiry process. We also found that the experimental impacts on teaching practice correspond with the features of scientific inquiry to which the teachers were most frequently exposed during the professional development. (Contains 8 notes and 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10