The Impact of Virtual PD on Science Teachers' Fidelity of Implementation in a Randomized Study

• In Event: Equitable Science Teaching and Learning

Abstract

Derived from a longitudinal randomized control trial study implemented in thirty-five school districts across the state of Texas, this validation study examines the effect of Virtual Professional Development (VPD) and Virtual Mentoring and Coaching (VMC) on Grade 5 science teachers’ fidelity of implementation (FOI). Three rounds of classroom observation were collected during the school year 2018-2019. Analysis of variance results revealed that the Treatment teachers demonstrated significantly higher FOI at the end of the school year, as a result of VPD and VMC. Further analysis indicated that compared with Control teachers, Treatment teachers outperformed in the domains of general classroom management, literacy-infusion in science, science concept development, and (d) student engagement and interaction.

Authors

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

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

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

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

• Shifang Tang, Texas A&M University - College Station

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

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