Fifth-Grade Science Teachers' Pedagogical Approaches in a Randomized Controlled Trial: A Classroom Observation Study

• In Event: Classroom Observation SIG Roundtable

Abstract

Using a low-inference observational instrument, we explored the direct impact of an ongoing, intensive, and structured virtual professional development and virtual mentoring and coaching (VMC) accompanying a literacy-infused science and technology curriculum intervention on Grade 5 science teachers’ observed time allocation in a randomized controlled trial (RCT) validation study. The observations were collected three times during science instruction from 121 teachers in 68 schools from thirty-five school districts across Texas during the school year 2017-2018. Preliminary findings revealed pedagogical differences in time allocation among teachers between treatment and control classrooms. We identified improved instructional practices within treatment classrooms, implying that the positive effect of the intervention to enhance the quality of pedagogy as well as the content area instruction in science.

Authors

• Rafael Lara-Alecio, Texas A&M University - College Station

• Fuhui Tong, Texas A&M University - College Station

• Beverly J. Irby, Texas A&M University - College Station

• Cindy Lynn Guerrero, Texas A&M University - College Station

• Shifang Tang, East Texas A&M University

• Zhuoying Wang, Texas A&M University - College Station

• Chenxuan He, Texas A&M University

• Fubiao Zhen, Texas A&M University - College Station