Journal article
May I Have Your Attention: An Analysis of Teacher Responses During A Multi-Year Professional Learning Program
Journal of science teacher education, Vol.30(6), pp.549-566
08/18/2019
Handle:
https://hdl.handle.net/2376/120734
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.
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Details
- Title
- May I Have Your Attention: An Analysis of Teacher Responses During A Multi-Year Professional Learning Program
- Creators
- Larry Collins - School of Biological Sciences, Washington State UniversityAndy Cavagnetto - College of Education, Washington State UniversityNicole Ferry - School of Applied Leadership, City University of SeattleOlusola Adesope - College of Education, Washington State UniversityKathryn Baldwin - Department of Education, Eastern Washington UniversityJudith Morrison - Department of Teaching and Learning, Washington State University-Tri CitiesJoshua Premo - School of Biological Sciences, Washington State University
- Publication Details
- Journal of science teacher education, Vol.30(6), pp.549-566
- Academic Unit
- Education, College of
- Publisher
- Routledge
- Grant note
- 555365 / Washington State Office of Superintendent of Public Instruction
- Identifiers
- 99900601052801842
- Language
- English
- Resource Type
- Journal article