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

2011 ◽  
Vol 22 (7) ◽  
pp. 579-594 ◽  
Author(s):  
Becky Barton Sinclair ◽  
Gilbert Naizer ◽  
Cynthia Ledbetter
Keyword(s):  
Professional Development ◽  
Development Program ◽  
Professional Development Program ◽  
Science Professional Development ◽  
Science Professional

Computer Science Teachers as Change Agents for Broadening Participation: Exploring Perceptions of Equity

2021 ◽  
Author(s):  
John Wachen ◽  
◽  
Mark Johnson ◽  
Steven McGee ◽  
Faythe Brannon ◽  
...  
Keyword(s):  
Professional Development ◽  
Computer Science ◽  
Science Teachers ◽  
Belief Systems ◽  
Change Agents ◽  
Development Program ◽  
Professional Development Program ◽  
Science Professional Development ◽  
Teacher Professional ◽  
Teachers Perspectives

In this paper, the authors share findings from a qualitative analysis of computer science teachers’ perspectives about equity within the context of an equity-focused professional development program. Drawing upon a framework emphasizing educator belief systems in perpetuating inequities in computer science education and the importance of equity-focused teacher professional development, we explored how computer science teachers understand the issue of equity in the classroom. We analyzed survey data from a sample of participants in a computer science professional development program, which revealed that teachers have distinct ways of framing their perceptions of equity and also different perspectives about what types of strategies help to create equitable, inclusive classrooms reflective of student identity and voice.

scholarly journals Significant process of change for elementary teachers to foster functional thinking

2013 ◽  
Vol 27 (47) ◽  
pp. 1007-1015
Author(s):  
Nasim Asghary ◽  
Ahmad Shahvarani ◽  
Ali Reza Medghalchi
Keyword(s):  
Professional Development ◽  
Elementary Teachers ◽  
Development Program ◽  
Practice Change ◽  
Professional Development Program ◽  
Process Of Change ◽  
Functional Thinking ◽  
Level Of Use ◽  
Significant Process ◽  
Adaptation Model

The purpose of this study was to explore a professional development program that involved 15 teachers. Functional thinking was used as a centerpiece of the program for work with teachers of Grades 1-5 during 6 months of the study. We used the concern-based adaptation model (CBAM) as a methodology to track the process of change of teachers and to understand the trajectories through which teachers may progress. Two questions guided the investigations: 1. How does implementation of the professional development program focused on functional thinking impact teachers' concerns? 2. How did teachers' practice change due to the implementation of the innovation program? The result of the study showed effectiveness of process of change in teachers, both in stages of concerns and level of use of the innovation.

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