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Osborne, Jonathan F.; Borko, Hilda; Fishman, Evan; Gomez Zaccarelli, Florencia; Berson, Eric; Busch, K. C.; Reigh, Emily; Tseng, Anita – American Educational Research Journal, 2019
This article reports an investigation of a professional development program to enhance elementary teachers' ability to engage their students in argument from evidence in science. Using a quasi-experimental approach, three versions were compared: Version A--a 1-week summer institute with a 2-week summer practicum experience and 8 follow-up days…
Descriptors: Faculty Development, Persuasive Discourse, Elementary School Teachers, Learner Engagement
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Borko, Hilda; Carlson, Janet; Mangram, Charmaine; Anderson, Robin; Fong, Alissa; Million, Susan; Mozenter, Suki; Villa, Anthony Muro – International Journal of STEM Education, 2017
Background: This paper describes the Problem-Solving Cycle model of professional development and the Mathematics Leadership Preparation model of PD leader preparation. These models form the backbone of our current research-practice partnership project in which we are working with a large urban district to adapt these models to develop district…
Descriptors: Faculty Development, Mathematics Instruction, Problem Solving, Leadership Training
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Fishman, Evan J.; Borko, Hilda; Osborne, Jonathan; Gomez, Florencia; Rafanelli, Stephanie; Reigh, Emily; Tseng, Anita; Million, Susan; Berson, Eric – Journal of Science Teacher Education, 2017
Considerable evidence suggests that dialogical interaction in the classroom promotes students' scientific knowledge building and reasoning. Hence, scientific argumentation is recognized as a central component of the Next Generation Science Standards. A focus on argumentation, however, requires teachers to adopt instructional practices that…
Descriptors: Faculty Development, Elementary School Teachers, Science Teachers, Science Process Skills