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Teacher Education and Professional Development
University of Nebraska - Lincoln
Department of Teaching, Learning, and Teacher Education: Posters and Presentations
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Modeling Teacher Professional Development And Classroom Implementation Of Instructional Strategies For Building Scientific Classroom Discourse Communities, Elizabeth B. Lewis, Dale R. Baker, Nievita Bueno Watts, Brandon A. Helding, Michael Lang
Modeling Teacher Professional Development And Classroom Implementation Of Instructional Strategies For Building Scientific Classroom Discourse Communities, Elizabeth B. Lewis, Dale R. Baker, Nievita Bueno Watts, Brandon A. Helding, Michael Lang
Department of Teaching, Learning, and Teacher Education: Posters and Presentations
Three-hundred-and-twenty-three classroom observations of secondary science and language arts teachers were made over two academic years while teachers engaged in professional development (PD) in how to construct scientific classroom discourse communities. These observations were used, along with teacher demographic information, to build a hierarchical linear model to explore statistical relationships. The length of time that teachers received PD was chosen as the exclusive predictor of teacher change while a schools’ percentage of students who qualified for free and reduced lunch (a proxy for SES) was chosen as the exclusive predictor of intercepts. Over the course of two years, the teachers …