Online Versus In-Person Science Instructional Practices: Classroom Observations in Rural Settings

• In Event: Seeing Teaching Clearly: New Approaches to Classroom Observation and Feedback

Abstract

Using a validated low-inference observational instrument, we examined changes in fourth-grade science teachers’ pedagogical practices before and after participating in ongoing, structured virtual professional development (VPD) on a supplemental literacy-infused science curriculum. In a three-year randomized controlled trial, 32 teachers from 28 rural Texas schools submitted classroom videos at two time points during a nine-week intervention, comparing online and in-person delivery. Repeated measures ANOVA revealed significant gains across teachers in both conditions in lesson planning and delivery, science concept instruction, and strategies for engaging students. Only one significant group difference emerged, with in-person teachers showing greater improvement in engaging students during instruction. Findings highlight the Science Teacher Observation Record (STOR) protocol’s value in detecting pedagogical shifts resulting from targeted VPD.

Authors

• Henan Zhang, Texas A&M University

• Andrea McMurray, Texas A&M University

• Cindy L. Guerrero, Texas A&M University

• Rafael Lara-Alecio, Texas A&M University

• Beverly J. Irby, Texas A&M University

• Fuhui Tong, Texas A&M University