Leveraging Induction to Inform Next-Generation Science Instruction: Changing Communities of Practice

• In Event: 44.084 - Roundtable Session 18
  In Roundtable Session: 44.084-3 - Beginning Teacher Induction

Abstract

The Next Generation Science Standards (NGSS) represent a major shift for science educators. The professional development intervention outcomes analyzed in this study targets beginning teachers, their mentors, and their administrators as a way to change communities of practice. Findings suggest significant differences in teachers’ efficacy beliefs and practices prior to the intervention based on their role. Post-intervention analyses suggest growth across all groups, with the strongest effects for beginning teachers and administrators.

Authors

• Amanda Rabidue Bozack, Radford University

• Cindy Kern, Quinnipiac University

• Rosemary Whelan, University of New Haven