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ERIC Number: EJ1119145
Record Type: Journal
Publication Date: 2016
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1946-2077
EISSN: N/A
The Relative Influence of Formal Learning Opportunities versus Indicators of Professional Community on Changes in Science Teaching in Urban Schools
McGee, Steven
Journal of Urban Learning, Teaching, and Research, v12 p150-162 2016
Previous research has shown that professional communities have the potential to be a powerful lever for continuous improvement in school settings. This research seeks to extend previous research by investigating the indicators of professional community that influence science teaching practice. This study took place in a network of urban neighborhood high schools, where low student achievement and high teacher turnover present barriers to professional community. Science teachers were surveyed on the extent to which they participated in a variety of formal learning opportunities and engaged in collaborative practices that are indicative of professional community over the course of a school year. The teachers also indicated the extent to which they changed their teaching practices during the same time frame. The results indicate that teachers engaged in a variety of collaborative activities such as advice seeking and collaborative discussions about curricula and student work. These conversations were associated with changes in teaching practice.
AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site: http://aera-ultr.org
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois (Chicago)
Grant or Contract Numbers: N/A