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NSF-Funded Exploratory Study: Lessons Learned

NSF-Funded Exploratory Study: Lessons Learned

Eleanor Armour-Thomas (Queens College of the City University of New York, USA)
Copyright: © 2024 |Pages: 20
DOI: 10.4018/978-1-6684-5939-3.ch010
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Abstract

In this NSF-funded exploratory study the author examined the impact of professional development on NGSS teaching of administrator-selected teachers in a large, urban, public school district in the United States. Currently, the research literature on professional development about NGSS in early grades about NGSS is sparce. Thus, the purpose of the study was to develop and implement a professional development program for Early Childhood and Elementary in-service teachers with the aim of understanding its impact on their knowledge for NGSS teaching and classroom practice. Findings from self-reports revealed improvement in teachers' knowledge for NGSS teaching particularly in the domains of lesson planning, classroom teaching, and classroom assessment. Lessons learned from the exploratory study for future professional development in professional development for NGSS teaching and learning are discussed.
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Context Of The Study

Set specifically within the context of a diverse school district in a large urban school district in the United States, the exploratory study was conducted from 2017-2018 academic year. All the schools were in a high-need school district in New York City and enrolled students from diverse backgrounds, the majority of whom were English Language learners. At the time of the study the school district offered mandatory professional development about NGSS and its alignment with New York State Science Standards and the New York City Science Scope and Sequence.

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