NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ927337
Record Type: Journal
Publication Date: 2011
Pages: 16
Abstractor: As Provided
Reference Count: 61
ISSN: ISSN-1941-5257
Using the Communication in Science Inquiry Project Professional Development Model to Facilitate Learning Middle School Genetics Concepts
Baker, Dale R.; Lewis, Elizabeth B.; Uysal, Sibel; Purzer, Senay; Lang, Michael; Baker, Perry
Professional Development in Education, v37 n3 p453-468 2011
This study describes the effect of embedding content in the Communication in Inquiry Science Project professional development model for science and language arts teachers. The model uses four components of successful professional development (content focus, active learning, extended duration, participation by teams of teachers from the same school or grade level) and instructional strategies for inquiry, academic language development, written and oral discourse, and learning principles as components of science activities. Teachers were given a pre/post-institute genetics assessment. There was a statistically significant increase in scores for the entire sample and a statistically significant difference between science and language arts pre and post scores, with science teachers scoring higher in both cases.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona