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ERIC Number: EJ1222463
Record Type: Journal
Publication Date: 2019-Aug
Pages: 46
Abstractor: As Provided
ISSN: ISSN-0002-8312
Impacts of a Practice-Based Professional Development Program on Elementary Teachers' Facilitation of and Student Engagement with Scientific Argumentation
Osborne, Jonathan F.; Borko, Hilda; Fishman, Evan; Gomez Zaccarelli, Florencia; Berson, Eric; Busch, K. C.; Reigh, Emily; Tseng, Anita
American Educational Research Journal, v56 n4 p1067-1112 Aug 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 (four per year), Version B without the practicum experience, and Version C--a revision of Version A in Year 3. All teachers were videoed twice each year, and the videos were rated using an instrument to measure the quality of discourse. All versions led to a significant improvement in teachers' facilitation of classroom discourse. Neither the practicum nor the revised program had an additional effect. Implications for the field are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California