This study concerns the phenomenon of secondary science teacher learning and enacting instructional strategies learned at the Communication in Science Inquiry Project (CISIP) teacher professional development events, as well as teacher perception of, and relationship to, this year-long professional development program. The CISIP program teaches science teachers how to build scientific classroom discourse communities with their students. Some of the science teachers were previous participants in the professional development, and acted as mentor teachers. The research design employed an integrated conceptual framework of situated learning theory with an analytical lens of teachers' professional, institutional and affinity, identities. A multi-method approach was used to generate data. Throughout the 2007-2008 academic year, the teachers' fidelity to the professional development model was measured using a classroom observation instrument aligned with the professional development model. From these observation data a longitudinal model, using hierarchical linear modeling, was constructed. In addition, surveys and interview data were used to construct both whole group and case studies of two high school science teachers who taught biology at the same school. The results indicated that there was a significant difference between previous and new participants; specifically, the longer teachers had participated in the professional development, and adopted a mentorship role, the greater their fidelity of classroom instruction to the CISIP model. Additionally, the case study teacher who developed a CISIP model-aligned affinity identity implemented more of the instructional strategies than the teacher who maintained his school-based institutional identity.Biology 20 Latino/a, Worksheet: Homozygous or 2 Native heterozygous diagram. Revise 13 ... Powerpoint DNA lecture with video clips. grade Biology 12 4/11/08* 8:45am 10tt 23 total 19 Latino/a, 2 Native American, 2 W. Europ. Bellwork:anbsp;...
|Title||:||Secondary Science Teachers' View Toward and Classroom Translation of Sustained Professional Development|
|Publisher||:||ProQuest - 2009|