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Effective Elements Of Science Teacher Professional Development, Amy Jean Zientek
Effective Elements Of Science Teacher Professional Development, Amy Jean Zientek
Theses and Dissertations
Educational reform efforts to improve students' learning outcomes are often present in teacher professional development opportunities; however, the structure and design of these opportunities vary and often focus on a homogenous student population; that is, White students in suburban schools. Reform efforts in teacher professional development that aim to educate teachers not only about science content and pedagogy, but also about practices that aim to reach a diverse student population is needed. This study examines three, science teacher summer professional development (PD) programs [SUN, SEPA, and CLA], and explores how programs affect teacher learning outcome(s) and any subsequent translation into …
Assessment For Learning: An Evaluation Of A Professional, Aimee Davis Feehery
Assessment For Learning: An Evaluation Of A Professional, Aimee Davis Feehery
Theses and Dissertations
The purpose of this program evaluation was to determine how teachers have come to understand, use, and value formative assessment through their participation in our Assessment for Learning Teams for the past five years. Greeno, Collins, & Resnick's (1996) learning theory serves as the theoretical framework of the evaluation, as this program evaluation serves to determine if, and how, teachers have changed their mental models of assessment from a Behaviorist-Differentiationist model to the Cognitive-Situative model, or from an Assessment of Learning view of assessment, to an Assessment for Learning perspective. In order to determine if teachers have gained the conceptual …
An Examination Of Teachers' Perceptions And Implementation Of Learning Trajectory Based Professional Development, Megan Hope Wickstrom
An Examination Of Teachers' Perceptions And Implementation Of Learning Trajectory Based Professional Development, Megan Hope Wickstrom
Theses and Dissertations
The aims of this study were to investigate how teachers incorporated learning trajectory based research into practice, specifically how they made sense of students' thinking in relation to classroom instruction. To conduct this study, I used an ethno-methodological approach (Garfinkel, 1967) across several months, with three fourth-grade teachers in a diverse, high needs school. Each of the teachers participated in professional development on using learning trajectories (Sarama & Clements, 2009) as a tool to formatively assess individual student's thinking as a means to inform classroom instruction. During the study, the teachers were asked to conduct clinical interviews with students in …