Professional Development

Beyond Convenience: A Case and Method for Purposive Sampling in Chemistry Teacher Professional Development Research

When designing a study, the sampling method for selecting research participants is an important decision with a host of considerations. When designing a professional development (PD) program with a limited number of spaces, the method of choosing participants from the applicants is also important. When research and professional development are entwined, sets of sampling criteria could conflict. Additionally, in a mixed methods study, such as the one undertaken by the researchers, additional trade-offs exist when considering the many potential methods of sampling and participant selection.

Author/Presenter

KatieMarie Q. Magnone

Ellen J. Yezierski

Lead Organization(s)
Year
2024
Short Description

In this report, we present a novel solution to the problem of multiple-criterion-focused selection of research and PD participants when the number of applicants to participate outnumbers the availability of resources.

Applying the VisChem Approach in High School Classrooms: Chemical Learning Outcomes and Limitations

Most chemistry instruction and assessment lie in the symbolic domain of Johnstone’s representational levels, despite years of chemistry education researchers calling for increased emphasis to be placed on the molecular or particulate level of chemistry. Without a deep understanding of the particulate nature of matter and molecular-level interactions, meaningful chemistry understanding is nearly impossible. Understanding how molecules and other particles interact provides the necessary explanatory elements for predicting how chemical reactions will occur.

Author/Presenter

KatieMarie Q. Magnone

Ellen J. Yezierski

Lead Organization(s)
Year
2024
Short Description

In this study, we examine the results of high school teacher implementation of the VisChem Approach in four classrooms following an intensive professional development program.

Thinking Critically, Coding Creatively: Elevating Social Studies Through Inquiry-based Learning and Computer Science Integration

Weaving computer science into the fabric of social studies, rather than teaching it as an isolated skill, makes both subjects more relevant, engaging, and beneficial to students.

Berson, M. J., Berson, I. R., Franklin, K. L., Fawley, V. N., Shank, P. S., Dovi, R. E., Gasca, S., Hochberg, E. D., Berstein, D. (2024). Thinking critically, coding creatively: Elevating social studies through inquiry-based learning and computer science integration. Social Education, 98-103.

Author/Presenter

Michael J. Berson

Ilene R. Berson

Kristen L. Franklin

Valerie N. Fawley

Perry S. Shank

Rebecca E. Dovi

Santiago Gasca

Eric D. Hochberg

Debra Bernstein

Year
2024
Short Description

Weaving computer science into the fabric of social studies, rather than teaching it as an isolated skill, makes both subjects more relevant, engaging, and beneficial to students.

Opening the Door to Data Science in STEM Classrooms

In today’s technologically complex and connected world, students’ needs to develop competencies and confidence with data have never been greater. A new On the Same Wavelength blog post shares work from a National Science Foundation project, Boosting Data Science Teaching and Learning in STEM. The authors describe effective practices for engaging all students with data in the classroom.

Perez , L. & Lionberger, K. (2023, May 3). Opening the door to data science in STEM classrooms. NextGenScience.

Author/Presenter

Leticia Perez

Karen Lionberger

Lead Organization(s)
Year
2023
Short Description

In today’s technologically complex and connected world, students’ needs to develop competencies and confidence with data have never been greater. The authors describe effective practices for engaging all students with data in the classroom.

Centering Educators’ Voices in the Development of Professional Learning for Data-Rich, Place-Based Science Instruction

This self-reflective case study describes our project team’s efforts to promote equity in science professional learning (PL) by centering the voices of educators in the PL design process and within the course itself. We believe that educators’ experiences, priorities, and expertise are essential to developing professional learning that meets the needs of teachers and their students. We have a particular interest in amplifying the voices of those in historically underrepresented communities.

Author/Presenter

Nicole Wong

Rasha Elsayed

Katy Nilsen

Leticia R. Perez

Kirsten R. Daehler

Lead Organization(s)
Year
2024
Short Description

This self-reflective case study describes our project team’s efforts to promote equity in science professional learning (PL) by centering the voices of educators in the PL design process and within the course itself. In this case study, we share and critique the practices and tools that we have employed to center educator voices, rather than those of the PL designers and researchers.

Unpacking Teachers’ Orientations Toward a Knowledge Generation Approach: Do We Need to Go Beyond Epistemology?

This study aimed to assess the effectiveness of a professional development program rooted in knowledge generation theory. Specifically, it sought to examine the changes in teachers' three orientations following the completion of the first-year workshop, and how these changes impacted their classroom implementation. This investigation takes the form of a multiple-case study of twelve K-5 teachers. Data were collected through semi-structured interviews and classroom observations.

Author/Presenter

Ercin Sahin

Jee Kyung Suh

Brian Hand

Gavin Fulmer

Lead Organization(s)
Year
2023
Short Description

This study aimed to assess the effectiveness of a professional development program rooted in knowledge generation theory. Specifically, it sought to examine the changes in teachers' three orientations following the completion of the first-year workshop, and how these changes impacted their classroom implementation.

How Do On-Site Teacher Educators Approach Professional Development? A Study of Insider/Outsider Hybridity

In-service professional development is important for improving teaching. However, little research has examined how the roles, beliefs, and backgrounds of the individuals providing professional development can best be leveraged to create effective professional development programmes. A particularly understudied group are community-based On-Site Teacher Educators (OSTEs) who can serve as the bridge between university-based faculty and school employees. OSTEs are aware of the realities of classroom spaces, yet work outside of them, giving them a hybrid capacity to support teacher learning.

Author/Presenter

Catherine Lammerta

Eric Antwi Akuoko

Jee Kyung Suh

Brian Hand

Gavin Fulmer

Lead Organization(s)
Year
2023
Short Description

In-service professional development is important for improving teaching. However, little research has examined how the roles, beliefs, and backgrounds of the individuals providing professional development can best be leveraged to create effective professional development programmes. A particularly understudied group are community-based On-Site Teacher Educators (OSTEs) who can serve as the bridge between university-based faculty and school employees. In this exploratory qualitative multiple case study, the perspectives and practices of three OSTEs are examined as they supported elementary science teachers (n = 119) in multi-year professional development.

Examining Teacher Transition Pathways Towards Knowledge Generation Environments

National standards that centre on the underpinning epistemic practices of the discipline has emphasised the need for teachers to focus much more on knowledge generation approaches to learning. Adopting a complexity perspective, we attempt to understand how teachers shift over time by examining their epistemic orientation to knowledge generation and their understanding of the nature of the epistemic tools of language, dialogue and argument that underpin these environments.

Author/Presenter

Brian Hand

Gavin Fulmer

Jee Kyung Suh

Lead Organization(s)
Year
2023
Short Description

Adopting a complexity perspective, we attempt to understand how teachers shift over time by examining their epistemic orientation to knowledge generation and their understanding of the nature of the epistemic tools of language, dialogue and argument that underpin these environments.

Anchoring Phenomena and Summary Writing Working Together to Improve Student Learning

Abstract concepts, such as gravity, may provide the perfect opportunity to bring phenomena into the classroom. As a knowledge generation strategy, summarizing can foster that opportunity. Using phenomena and summary writing together might help student learning since it requires making connections between their ideas and words to explain the natural phenomena. This article describes how anchoring phenomena and summary writing were integrated into a cohesive unit by using five generative activities that include different language and epistemic practices.

Author/Presenter

Allison Hart Richards

Jale Ercan-Dursun

Jee Kyung Suh

Brian Hand

Gavin Fulmer

Lead Organization(s)
Year
2023
Short Description

Abstract concepts, such as gravity, may provide the perfect opportunity to bring phenomena into the classroom. Using phenomena and summary writing together might help student learning since it requires making connections between their ideas and words to explain the natural phenomena. This article describes how anchoring phenomena and summary writing were integrated into a cohesive unit by using five generative activities that include different language and epistemic practices.

Analyzing Teacher Learning in a Research Practice Partnership

Teachers are increasingly participating in RPPs with the goal of improving their schools and districts. This context provides teachers with unique learning opportunities as they directly take part in district-level instructional improvement work. However, we know little about what teachers learn from their involvement in RPPs. This study explores teacher learning over the course of the first year of a multiyear RPP which involves a group of elementary teachers and a team of researchers from a local university.

Author/Presenter

Enisa Selimbegovic Akgul

Alison Castro Superfine

Year
2023
Short Description

Teachers are increasingly participating in RPPs with the goal of improving their schools and districts. However, we know little about what teachers learn from their involvement in RPPs. This study explores teacher learning over the course of the first year of a multiyear RPP which involves a group of elementary teachers and a team of researchers from a local university.