Embedded Files
Goals
Goals
The goal of this four-year exploratory study is to determine if a specialized professional development program for district science coordinators can facilitate their growth as instructional leaders and the instructional practices of science teachers of their school districts. More specifically, the project will pursue answers to two research questions:
How, if at all, does the professional development model impact the knowledge, practices, and work of the science coordinators?
How, if at all, do participating science coordinators impact the practices of science teachers who are implementing the Next Generation Science Standards?
Plan
Plan
The mixed-methods research plan will compare teaching and learning outcomes within three groups:
The treatment groups consisting of science coordinators who participated in the professional development program, and the science teachers with whom they work,
A comparison group of science coordinators who did not participate in the professional development program and the teachers with whom they work, and
A comparison group consisting of science teachers who do not have direct access to a science coordinator.
Quantitative data will be gathered through the use of instruments that measure how science coordinators develop their knowledge and practices, and how they modify their perspectives as leaders. Observations of the classroom practices of teachers will also be documented. The qualitative research component will include interviews, examination of artifacts, and focus group interviews.
Conceptual Framework
Conceptual Framework
Theory of Action
Theory of Action
Professional Development Implementation
Professional Development Implementation
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