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Observed Implementation of a Science Professional Development Program for K-8 Classrooms

Becky Barton Sinclair, Gilbert Naizer and Cynthia Ledbetter
Journal of Science Teacher Education
Vol. 22, No. 7 (2011), pp. 579-594
Published by: Springer
Stable URL: http://www.jstor.org/stable/43156621
Page Count: 16
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Observed Implementation of a Science Professional Development Program for K-8 Classrooms
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Abstract

The purpose of this study was to assess the impact of a teacher professional development program on the classroom teaching practices of the participants. This particular professional development program included an intensive summer institute, 8 monthly follow-up sessions, informal participant-professor mentoring and peer networking. The majority of participants were teachers (grades 4–8) in rural school districts. Qualitative and descriptive measures were used to assess the impact of this program in terms of participants' science content learned, teacher self-efficacy, classroom teaching performance and an informal program survey.

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