Opportunity to Learn Science: Changing Teaching Practices, Changing Student Outcomes

• In Event: 30.081 - Poster Session 5
  In Poster Session: 30.081-4 - Science Learning and Teaching Posters II

Abstract

This study investigates how changes in classroom instruction mediate improvements in students’ ability to read for understanding. This work is situated in a larger study, a Randomized Control Trial (RCT), that tested the impact of a professional development (PD) experience on teacher’s support of and student’s engagement in reading for understanding. While the RCT indicated that the PD made a large and significant impact for both teachers and students, we use a case study to investigate how changes in one teacher's instruction may have mediated improvements in her students’ reading for understanding in science.

Authors

• Mon-Lin Ko, University of Illinois at Chicago

• Susan R. Goldman, University of Illinois at Chicago