435
Views
2
CrossRef citations to date
0
Altmetric
Articles

The Effectiveness of a Summer Institute and Remotely Delivered Science Instructional Coaching in Middle and High School

, , , , , , ORCID Icon & show all

References

  • Akerson, V., & Hanuscin, D. (2007). Teaching nature of science through inquiry: Results of a 3-year professional development program. Journal of Research in Science Teaching, 44, 653–680. doi:10.1002/tea.20159
  • Allen, J., Pianta, R., Gregory, A., Mikami, A. Y., & Lun, J. (2011). An interaction-based approach to enhancing secondary school instruction and student achievement. Science, 333, 1034–1037. doi:10.1126/science.1207998
  • Anderson, R. D., & Michener, C. P. (1994). Research on science teacher education. In D. Gable (Ed.), Handbook of research on science teaching and learning (pp. 3–44). New York, NY: McMillan.
  • Anthony, J., & Person-Pandil, S. (2001). Student inquiry rubric ( Unpublished measure). Omaha, NE: ESU #3.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
  • Bitner, S., & Pajares, F. (2001). Self-efficacy beliefs, motivation, race, and gender in middle school science. Journal of Women and Minorities in Science and Engineering, 7, 269–283.
  • Bybee, R., & Fuchs, B. (2006). Preparing the 21st century workforce: A new reform in science. Journal of Research in Science Teaching, 43, 349–352. doi:10.1002/tea.20147
  • Campbell, P., & Malkus, N. (2011). The impact of elementary mathematics coaches on student achievement. The Elementary School Journal, 111, 430–454. doi:10.1086/657654
  • Campbell, P. H., & Milbourne, S. A. (2005). Improving the quality of infant–Toddler care through professional development. Topics in Early Childhood Special Education, 25, 3–14. doi:10.1177/02711214050250010101
  • Capps, D., & Crawford, B. (2013). Inquiry-based instruction and teaching about nature of science: Are they happening? Journal of Science Teacher Education, 24, 497–526. doi:10.1007/s10972-012-9314-z
  • Capps, D. K., Crawford, B. A., & Constas, M. A. (2012). A review of empirical literature on inquiry professional development: Alignment with best practices and a critique of the findings. Journal of Science Teacher Education, 23, 291–318. doi:10.1007/s10972-012-9275-2
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
  • Common Core State Standards Initiative. (2010). Common core state standards for science and technical subjects. Retrieved from http://www.corestandards.org/ELA-Literacy/RST/introduction
  • Cooper, J. O. (1987). Measuring and recording behavior. In J. O. Cooper, T. E. Heron, & W. L. Heward (Eds.), Applied behavior analysis (pp. 59–80). New York, NY: Prentice Hall.
  • Council of Chief State School Officers. (2008). Educational leadership policy standards. Washington, DC: Author.
  • Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Dallas, TX: National Staff Development Council. Retrieved from http://www.learningforward.org/docs/pdf/nsdcstudy2009.pdf
  • Desimone, L. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38, 181–199. doi:10.3102/0013189X08331140
  • Donovan, S. M., & Bransford, J. D. (2005). How students learn: History, mathematics, and science in the classroom. Washington, DC: National Academies Press.
  • Duran, E., Ballone-Duran, L., Haney, J., & Beltyukova, S. (2009). The impact of a professional development program integrating informal science education on early childhood teachers’ self-efficacy and beliefs about inquiry-based science teaching. Journal of Elementary Science Education, 21(4), 53–70. doi:10.1007/BF03182357
  • Fisher, W. W., Piazza, C. C., & Roane, H. S. (Eds.). (2011). Handbook of applied behavior analysis. New York, NY: Guilford.
  • Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature (FMHI Publication No. 231). Tampa, FL: University of South Florida.
  • Foster, D., & Noyce, P. (2004). The mathematics assessment collaborative: Performance testing to improve instruction. Phi Delta Kappan, 85, 367–374. Retrieved from http://journals.sagepub.com/
  • Gallucci, C., Van Lare, M. D., Yoon, I. H., & Boatright, B. (2010). Instructional coaching: Building theory about the role and organizational support for professional learning. American Educational Research Journal, 47, 919–963. doi:10.3102/0002831210371497
  • Garet, M., Porter, S., Andrew, C., & Desimone, L. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38, 915–945. doi:10.3102/00028312038004915
  • Gerard, L., Varma, K., Corliss, S., & Linn, M. (2011). Professional development for technology-enhanced inquiry science. Review of Educational Research, 81, 408–448. doi:10.3102/0034654311415121
  • Hanft, B., Rush, D., & Shelden, M. (2004). Coaching families and colleagues in early childhood. Baltimore, MD: Paul H. Brookes.
  • Haring, N. G., Lovitt, T. C., Eaton, M. D., & Hansen, C. L. (1978). The fourth R: Research in the classroom. Columbus, OH: Merrill.
  • Hill, H. C. (2007). Learning in the teaching workforce. The Future of Children, 17, 111–127. doi:10.1353/foc.2007.0004
  • Ingersoll, R. M., & Kralik, J. M. (2004). The impact of mentoring on teacher retention: What the research says. Denver, CO: Education Commission of the States. Retrieved September 5, 2017, from, http://www.phystec.org/items/detail.cfm?ID=7247
  • Jones, M. G., & Carter, G. (2007). Science teacher attitudes and beliefs. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 1067–1104). Mahwah, NJ: Erlbaum.
  • Joyce, B. R., & Showers, B. (2002). Student achievement through staff development (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
  • Kraft, M., Blazar, D., & Hogan, D. (2018). Effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, online, 88, 547–588. doi:10.3102/0034654318759268
  • Kretlow, A., Cooke, N., & Wood, C. (2011). Using in-service and coaching to increase teachers’ accurate use of research-based strategies. Remedial and Special Education, 33, 348–361. doi:10.1177/0741932510395397
  • Kunz, G., Berry, B., Fluke, S., Pedersen, J., DeChenne, S. E., Nugent, G., & Houston, J. (2012). Partial Interval Classroom Inquiry (PICI) Observation System for Teachers (PICI-T) and Students (PICI-S). Lincoln, NE: Coaching Science Inquiry in Rural Schools, University of Nebraska-Lincoln. Retrieved from http://r2ed.unl.edu/CSI/PICI.pdf
  • Llewellyn, D. (2002). Inquiry within: Implementing inquiry-based science standards. Thousand Oaks, CA: Corwin.
  • Lockwood, J. R., McCombs, J. S., & Marsh, J. (2010). Linking reading coaches and student achievement: Evidence from Florida middle schools. Educational Evaluation and Policy Analysis, 32, 372–388. doi:10.3102/0162373710373388
  • Lotter, C., Rushton, G., & Singer, J. (2013). Teacher enactment patterns: How can we help move all teachers to reform-based inquiry practice through professional development? Journal of Science Teacher Education, 24, 1263–1291. doi:10.1007/s10972-013-9361-0
  • Lotter, C., Yow, J. A., & Peters, T. T. (2014). Building a community of practice around inquiry instruction through a professional development program. International Journal of Science and Mathematics Education, 12, 1–23. doi:10.1007/s10763-012-9391-7
  • Loucks-Horsley, S., Love, N., Stiles, K. E., Mundry, S., & Hewson, P. W. (2003). Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin.
  • Luft, J. A. (2001). Changing inquiry practices and beliefs: The impact of an inquiry-based professional development programme on beginning and experienced secondary science teachers. International Journal of Science Education, 23, 517–534. doi:10.1080/09500690121307
  • Marshall, J., Smart, J., & Horton, R. (2009). Design and validation of EQUIP: An instrument to assess inquiry-based instruction. International Journal of Science and Mathematics Education, 8, 299–321. doi:10.1007/s10763-009-9174-y
  • Matsumura, L. C., Garnier, H. E., & Spybrook, J. (2012). The effect of content-focused coaching on the quality of classroom text discussions. Journal of Teacher Education, 63, 214–228. doi:10.1177/0022487111434985
  • Minner, D., Levy, A., & Century, J. (2010). Inquiry-based science instruction—What is it and does it matter? Results from a research synthesis years 1984–2002. Journal of Research in Science Teaching, 47, 474–496. doi:10.1002/tea.20347
  • National Center for Education Statistics. (2007). Trends in International Math and Science Study: TIMSS 2007 results. Retrieved from http://nces.ed.gov/TIMSS/results07.asp
  • National Research Council. (2011). A framework for K–12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press. Retrieved from http://www.nap.edu/catalog.php?record_id=13165
  • National Research Council. (2013). Next generation science standards. Retrieved from http://www.nextgenscience.org/search-standards
  • Nugent, G. C., Pedersen, J., Houston, J. A., Kunz, G. M., DeChenne, S. E., Lee, S. C., Luo, L., & Berry, B. L. (2012). Teacher Inquiry Rubric (TIR) Lincoln, NE: University of Nebraska-Lincoln. Retrieved from http://r2ed.unl.edu/CSI/TIR.pdf
  • Nugent, G., Pedersen, J., Welch, G., & Bovaird, J. (2014). Development and validation of an instrument to measure teacher knowledge of inquiry (R2Ed Working Paper No. 2014-14). Retrieved from http://r2ed.unl.edu/workingpapers/2014/2014_14_Nugent_Pederson_Welch_Bovaird.pdf
  • Nugent, G., Toland, M., Levy, R., Kunz, G., Harwood, D., Green, D., & Kitts, K. (2012). The impact of an inquiry-based geoscience field course on pre-service teachers. Journal of Science Teacher Education, 23, 503–529. doi:10.1007/s10972-012-9283-2
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307–322. doi:10.3102/00346543062003307
  • Parnass, S. (2012, June 19). National assessment of educational progress tests show students struggle to explain answers (News blogs video community). Retrieved from http://www.huffingtonpost.com/2012/06/19/tests-show-students-strug_0_n_1610213.html
  • Pianta, R. C. (2005). A new elementary school for American children. SRCD Social Policy Report, 19, 4–5.
  • Pianta, R. C., Mashburn, A. J., Downer, J. T., Hamre, B. K., & Justice, L. (2008). Effects of web-mediated professional development resources on teacher–Child interactions in pre-kindergarten classrooms. Early Childhood Research Quarterly, 23, 431–451. doi:10.1016/j.ecresq.2008.02.001
  • Powell, D., Diamond, K., Burchinal, M., & Koehler, M. (2010). Effects on an early literacy professional development intervention of head start teachers and children. Journal of Educational Psychology, 102, 299–312. doi:10.1037/a0017763
  • Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). London, England: Sage.
  • Renaissance Learning. (2015). Going deeper: The role of effective practice in encouraging profound learning. Wisconsin Rapids, WI: Author. Retrieved from http://doc.renlearn.com/KMNet/R0054160251DB7C5.pdf
  • Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138, 353–387. doi:10.1037/a0026838
  • Robinson, S., Dailey, D., Hughes, G., & Cotabish, A. (2014). The effects of a science-focused STEM intervention on gifted elementary students’ science knowledge and skills. Journal of Advanced Academics, 25, 189–213. doi:10.1177/1932202X14533799
  • Sailors, M., & Shanklin, N. L. (2010). Introduction: Growing evidence to support coaching in literacy and mathematics. The Elementary School Journal, 111, 1–6. doi:10.1086/653467
  • Schoenwald, S. K., Sheidow, A. J., & Letourneau, E. J. (2004). Toward effective quality assurance in evidence-based practice: Links between expert consultation, therapist fidelity, and child outcomes. Journal of Clinical Child and Adolescent Psychology, 33, 94–104. doi:10.1207/S15374424JCCP3301_10
  • Schroeder, C. M., Scott, T. P., Tolson, H., Huang, T.-Y., & Lee, Y.-H. (2007). A meta-analysis of national research: Effects of teaching strategies on student achievement in science in the United States. Journal of Research in Science Teaching, 44, 1436–1460. doi:10.1002/tea.20212
  • Schuster, D., Cobern, B., & Applegate, B. (2011). Assessing pedagogical content knowledge of inquiry science instruction. Paper presented at the National Association of Research in Science Teaching annual conference, Orlando, FL.
  • Shapiro, E. S., & Kratochwill, T. R. (2000). Behavioral assessment in schools: Theory, research, and clinical foundations. New York, NY: Guilford.
  • Showers, B., Joyce, B., & Bennett, B. (1987). Synthesis of research on staff development: A framework for future study and state-of-the-art analysis. Educational Leadership, 45, 77–87.
  • Strong, M. (2004). Induction, mentoring and teacher retention: A summary of the research. The New Educator, 1, 181–198. doi:10.1080/15476880590966295
  • Supovitz, J., & Turner, H. (2000). The effects of professional development on science teaching practices and classroom culture. Journal of Research in Science Teaching, 37, 963–980. doi:10.1002/(ISSN)1098-2736
  • Trowbridge, L. W., Bybee, R. W., & Powell, J. C. (2004). Teaching secondary science: Strategies for developing scientific literacy. Upper Saddle River, NJ: Prentice Hall.
  • Vernon-Feagans, L., Kainz, K., Ginsberg, M., Hedrick, A., & Amendum, S. (2013). Live webcam coaching to help early elementary classroom teachers provide effective literacy instruction for struggling readers: The targeted reading intervention. Journal of Educational Psychology, 105, 1175–1187. doi:10.1037/a0032143
  • Vogt, F., & Rogalla, M. (2009). Developing adaptive teaching competency through coaching. Teaching and Teacher Education, 25, 1051–1060. doi:10.1016/j.tate.2009.04.002
  • Wei, R., Darling-Hammond, L., & Adamson, F. (2010). Professional development in the United States: Trends and challenges. Dallas, TX: National Staff Development Council.
  • Yoon, K. S., Duncan, T., Lee, S. W.-Y., Scarloss, B., & Shapley, K. (2007). Reviewing the evidence on how teacher professional development affects student achievement (Issues & Answers Report, REL 2007–No. 033). Washington, DC: U.S. Department of Education, Institute of Education Sciences. Retrieved from https://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/REL_2007033.pdf
  • Zeldin, A., & Pajares, F. (2000). Against the odds: Self-efficacy beliefs of women in mathematical, scientific, and technological careers. American Educational Research Journal, 37, 215–246. doi:10.3102/00028312037001215

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.