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ERIC Number: EJ1149889
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1946-2077
The Impact of Adapting a General Professional Development Framework to the Constraints of In-Service Professional Development on the Next Generation Science Standards in Urban Settings
McGee, Steven; Nutakki, Nivedita
Journal of Urban Learning, Teaching, and Research, v13 p73-89 2017
Urban school districts face a dilemma in providing professional development support for teachers in transition to the Next Generation Science Standards (NGSS). Districts need to maximize the quality and amount of professional development within practical funding constraints. In this paper, we discuss preliminary results from a researcher-practitioner partnership between Northwestern University and the Chicago Public Schools. We explore a model for quarterly NGSS professional development for urban middle school science teachers that spans three years. The workshop inquiry experiences are aligned to areas of research excellence at Northwestern. Teachers in twenty-three of the schools responded to a survey on the impact of formal and informal learning experiences on changes in teaching practice. We also analyzed the growth in student-rated inquiry-based science teaching practices. The results indicate that the professional development program had a significant direct impact on teaching practices as well as indirect impact on the teaching practices of other teachers at the school.
AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois (Chicago)
Grant or Contract Numbers: N/A