Leveraging Mobile Technology and Classroom Artifacts to Support Vertical Science Teacher Collaboration Across Grades

• In Event: AERA Roundtable Session Friday 3:20 pm Four Seasons Ballroom 1
  In Roundtable Session: Division C - Section 1d: Science Roundtable Session (Table 12)

Abstract

Collaboration across grade levels can enhance teachers' instructional practices and understanding of student learning trajectories in science. Our study piloted a Professional Learning Community model relying on culturally relevant storylines vertically aligned through grades K-8, and mobile technology to support teacher discussion and collaboration around classroom artifacts. We investigate how participation in this type of PLC structure influenced teacher knowledge, self-efficacy, and instructional practices in two cohorts comprising 33 participants. We compare teacher and student survey reports before and after participation, and analyze qualitative data from observations and interviews. We find statistically significant increases in a range of teacher outcomes and classroom practices, and qualitative evidence of rich collaboration across grades and teacher growth.

Authors

• Marlene Saint Martin, University of California - Los Angeles

• Jose-Felipe Martinez, University of California - Los Angeles

• Matthew J. Kloser, University of Notre Dame

• Michael Szopiak, University of Notre Dame

• Justin Betzelberger, University of California - Los Angeles

• Richard Huynh, University of California - Los Angeles

• Rose Roccio, University of California - Los Angeles