The Impact of Extended Professional Development on Teaching and Student Engagement in Science Classrooms

• In Event: Supporting Science in Teaching and Learning Contexts

Abstract

This investigation centered on the long-term impact of a specialized professional development (PD) program for high school science teaching and learning. This study followed up a sample of physics teachers after completion of PD where classrooms were observed multiple times over four years. The findings used a convergent parallel mixed method research design. Results of visits found that extended PD fostered significant differences over time in the way teachers structured their classrooms, conducted teaching, and engaged students. Increased classroom outcomes as evidenced in the quantitative and qualitative data were found to be related to the amount of PD experienced. The results provided a rationale for the need for continued PD focused on instructional reform among experienced physics teachers.

Authors

• Dennis Sunal, The University of Alabama

• Cynthia S. Sunal, The University of Alabama

• Marsha E. Simon, University of West Georgia

• Marilyn Stephens, University of Alabama

• Rachael L Tawbush, The University of Alabama

• Haley Harville-York, University of Alabama

• James Wl Harrell