Impact of A Practice-Based Professional Development on Secondary Science Teachers’ Use of Disciplinary Literacy Practices: A Design Research Project

ABSTRACT

This design-based research investigated the context and impact of a three-year practice-based professional development (PD) project introducing science teachers to pedagogical shifts required for full implementation and synergy among disciplinary literacy components of Next Generation Science Standards and Common Core State Standards- Literacy. Participants included 42 middle school teachers from 12 primarily urban districts from one northeastern state. Researchers utilized a Theory of Change to guide the study. The interdisciplinary project team immersed teachers in experiencing innovative, standards-based, three-dimensional (3D) earth and space science (ESS) curricular units with embedded disciplinary literacy (DL) strategies. Teachers then adapted the 3D+DL units and implemented with students. Researchers used a convergent parallel mixed methods design to examine quantitative and qualitative data in the form of classroom observations to determine fidelity of implementation of 3D+DL practices, frequency of 3D+DL practices on the self-reported Science Literacy Survey, and focus group interviews to assess impacts of the PD project on teaching. Analyses revealed that teachers valued and embraced 3D+DL instructional shifts that supported teacher and student sensemaking in science. Teachers attributed project success to (a) project team collaboration to develop ESS units, (b) adaptability of ESS units, (c) explicit and direct instruction of 3D+DL, and (d) teacher sharing and reflecting on student success. The shift in teachers’ understanding and practices of 3D+DL teaching and learning is likely attributed to teachers having the opportunity for sensemaking as learners with rigorous ESS units prior to implementing 3D+DL instruction with their students, which may provide guidance for future PD.

KEYWORDS:

• design-based research
• practice-based professional development
• disciplinary literacy
• three-dimensional
• Next Generation Science Standards

Acknowledgments

Opinions and findings expressed herein do not necessarily reflect the position or policy of the U.S. Department of Education or the State of Connecticut Office of Higher Education, and no official endorsement by either of these agencies should be inferred.

Disclosure statement

In accordance with Taylor & Francis policy and my ethical obligation as researchers, we are reporting that we received a federal grant under Title II of the No Child Left Behind Act (P.L. 107-110) administered by the State of Connecticut Office of Higher Education that may be affected by the research reported in the enclosed paper. I have disclosed those interests fully to Taylor & Francis, and we have in place an approved plan for managing any potential conflicts arising from this funding.

Additional information

Funding

This project is funded in part by a federal grant under Title II of the No Child Left Behind Act (P.L. 107-110) administered by the State of Connecticut Office of Higher Education. $432,122 (70%) of the cost of the project was financed with federal funds. $189,809 (30%) was provided by non-federal sources