May I Have Your Attention: An Analysis of Teacher Responses during a Multi-Year Professional Learning Program

Autor/inn/en	Collins, Larry; Cavagnetto, Andy; Ferry, Nicole; Adesope, Olusola; Baldwin, Kathryn; Morrison, Judith; Premo, Joshua
Titel	May I Have Your Attention: An Analysis of Teacher Responses during a Multi-Year Professional Learning Program
Quelle	In: Journal of Science Teacher Education, 30 (2019) 6, S.549-566 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Collins, Larry) ORCID (Morrison, Judith)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2019.1589846
Schlagwörter	Teacher Response; Faculty Development; Teacher Attitudes; Science Instruction; Heuristics; Writing (Composition); Teaching Methods; Student Behavior; Ownership; Learner Engagement; Student Centered Learning + Suchen Sie Ihr Suchwort? Lehrerkommentar; Lehrerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Heuristik; Schreibübung; Teaching method; Lehrmethode; Unterrichtsmethode; Student behaviour; Schülerverhalten; Eigentum; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit
Abstract	Reform documents like the Next Generation Science Standards call for the integration of science practices and content. One such framework that leverages science practices to support learning of content and practices is the Science Writing Heuristic (SWH). This study examined where 33 teachers focused their attention over the course of a 3-year professional development project centered around the SWH approach. Results indicate that teachers tend to focus on broad proxies for learning such as student behavior, ownership, and engagement. Participants also focused heavily on curriculum and planning. Despite having a professional learning experience that emphasized student learning, far less attention was paid to student thinking. Implications for research and science teacher educators are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01