ENVISION: the effectiveness of a dual‐level professional development model for changing teacher practice

Abstract

The ENVISION professional development model uses active teacher involvement in inquiry and inquiry‐based teaching to enhance teachers' understandings about inquiry‐based study of local environmental problems and teaching science using inquiry. Teachers also design and implement professional development for their school‐based colleagues about teaching environmental science through inquiry. Therefore, professional development is conducted at two levels. ENVISION staff train teachers directly (called Level I participants) and these Level I participants in turn train their school colleagues (called Level II participants). The study reported here was designed to evaluate the effectiveness of this dual‐level professional development strategy. Results based on the first two years of the program revealed that: Level I participants enhanced their understanding of inquiry and inquiry teaching, with 25 out 30 (83%) changing their classroom practice; and that 21 out of 31 (68%) of Level II participants changed their classroom practice as a result of participating in Level I peer training. Peer training that involved modeling and practicing techniques and activities was particularly effective in producing change in practice for Level II teachers.

Notes

Corresponding author: Purdue University, Departments of Curriculum and Instruction and Earth and Atmospheric Sciences, 100 North University Street, West Lafayette, IN, USA 47907‐2098. Email: [email protected]

ENVISION is supported by the National Science Foundation (NSF), award number 9819439‐ESI. The opinions, findings, and conclusions or recommendations expressed in this paper are those of the author and do not necessarily reflect the views of the NSF.