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ERIC Number: EJ940934
Record Type: Journal
Publication Date: 2011
Pages: 11
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-1094-3277
Tracking Perceived and Observed Growth of Inquiry Practice: A Formative Plan to Improve Professional Development Experiences
Marshall, Jeff C.; Smart, Julie; Horton, Robert M.
Science Educator, v20 n1 p12-22 Spr 2011
The authors worked with 22 middle school math and science teachers for one year with the goal of improving the quantity and quality of inquiry-based instruction implemented in the classroom. The professional development experience was framed by the 4E x 2 Instruction Model, which combines key components of inquiry instruction (Engage, Explore, Explain, Extend) with formative assessment and reflective practice integrated into each of the inquiry components. Using the Electronic Quality of Inquiry Protocol (EQUIP), we conducted 102 classroom observations, assessing the teachers on 19 indicators associated with inquiry over 4 constructs: Instruction, Curriculum, Discourse, and Assessment. Combining these results with the teachers' own reports of areas of greatest growth and greatest challenge, we found that teachers improved the most on factors relating to specific instructional techniques. We also found that teachers struggled the most with factors associated with assessment; not only was their growth less in this area, but they fell significantly short of our target of Proficient. As we work to improve instructional practice, we must pay attention not only to the delivery and guidance of material, but also to how assessment can provide the tools that teachers need to modify and enhance their instruction in significant ways. (Contains 1 table and 1 figure.)
National Science Education Leadership Association. P.O. Box 99381, Raleigh, NC 27624-9381. Tel: 919-848-8171; Fax: 919-848-0496; Web site: http://nsela.org/index.php?option=com_content&view=category&id=51&Itemid=85
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A