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ERIC Number: ED545500
Record Type: Non-Journal
Publication Date: 2012
Pages: 149
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2675-5717-9
Investigating the Relationship between Science Teachers' Professional Development and Instructional Practices
Campbell, Natacia
ProQuest LLC, Ed.D. Dissertation, Walden University
Some students are not mastering the scientific inquiry skills needed to be ready for postsecondary studies. For students to master these skills, science teachers must implement instructional practices that facilitate scientific inquiry. The purpose of this correlation study was to investigate the relationship between professional development and instructional practices of science teachers. Cognitive consistency theory was used as the theoretical foundation. Forty-five science teachers from one high school district responded to reflective items on the Science Teacher Survey, which addressed their instructional practices, professional development activities, and teaching environment. Results of the Spearman correlation analysis indicated a relationship between teachers' participation in immersion, collaborative work, and curriculum or instruction types of professional development and the use of scientific inquiry instructional practices. Participants reported using scientific inquiry less than once a week. Implications for positive social change include increased participation in the types of professional development that best prepare science teachers to better prepare students for postsecondary success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A