Improving Elementary Science Through (In)Formal Partnerships: How Informal Science Institutions Support Science Education Reform

• In Event: Evaluations of Professional Development Programs: From Design to Implementation

Abstract

This study examines the impact of a large-scale district capacity and teacher professional development program designed to strengthen inquiry-based elementary science instruction in two San Francisco Bay Area school districts. This study presents early findings and examines the comparative impact of various elements of the intervention on science teacher outcomes. Teacher confidence, preparedness, and classroom practice was assessed over one year using an adapted teacher survey protocol from Horizon Research. Results indicate that there was a change in teacher practice in the same order as the amount of dosage or intensity of professional development treatments. Additional findings highlight the importance of having high-quality professional development linked with classroom-based instructional materials when designing interventions targeted at teachers’ feelings of preparedness.

Authors

• Vanessa Beth Lujan, University of California - Berkeley

• Rena Dorph, University of California - Berkeley

• Matthew A. Cannady, University of California - Berkeley