Sustaining Teachers’ Learning to Teach NGSS-Aligned Science and Engineering: Teachers’ Experiences With Modest Supports (Poster 19)

• In Event: AERA Poster Session Saturday 8:00 a.m.
  In Poster Session: Online Teaching and Learning SIG Poster Session II

Abstract

Teachers in rural schools have consistently faced challenges in accessing high-quality professional learning (PL). Approximately 150 rural teachers in four states received intensive, online summer PL paired with a variety of Modest Supports throughout the following school year. We used Picciano’s multi-modal online educational model in characterizing the online summer PL and to evaluate the effectiveness of the Modest Supports. End-of-year surveys and interviews with teachers asked about their experiences with and perceptions of the Modest Supports. Initial descriptive statistics and thematic analysis found that teachers reported using the collaborative Modest Supports much more frequently than others and that they were more helpful and created a sense of community within the project while also supporting their NGSS learning and implementation.

Authors

• Martha Inouye, University of Wyoming

• Min Jung Lee, University of North Dakota

• Maria Zaman, University of North Dakota

• Meghan Macias, WestEd

• Jenna Gist, Purdue University

• Tugba Boz, University of North Dakota

• Julie Robinson, University of North Dakota

• Rebekah Hammack, Purdue University

• Ashley Iveland, WestEd

• Cathy Ringstaff, WestEd