Publication Cover
Teacher Development
An international journal of teachers' professional development
Volume 26, 2022 - Issue 4
260
Views
0
CrossRef citations to date
0
Altmetric
Articles

Designing a research experience for teachers: applying features of effective professional development to a hybrid setting

ORCID Icon
Pages 514-530 | Received 24 Oct 2020, Accepted 10 Jan 2022, Published online: 10 Jul 2022

References

  • Billingsley, B., and M. Nassaji. 2019. “Exploring Secondary School Students’ Stances on the Predictive and Explanatory Power of Science.” Science & Education 28 (1–2): 87–107. doi:10.1007/s11191-019-00031-7.
  • Blanchard, M. R., and V. D. Sampson. 2017. “Fostering Impactful Research Experiences for Teachers (RETS).” Eurasia Journal of Mathematics, Science and Technology Education 14 (1): 447–465. doi:10.12973/ejmste/80352.
  • Corbin, J., and A. Strauss. 2015. Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. 4th ed. Thousand Oaks: SAGE.
  • Cunningham, C. M., and G. J. Kelly. 2017. “Epistemic Practices of Engineering for Education.” Science Education 101 (3): 486–505. doi:10.1002/sce.21271.
  • Darling-Hammond, L., M. E. Hyler, and M. Gardner. 2017. “Effective Teacher Professional Development.” Learning Policy Institute. https://www.teacherscholars.org/wp-content/uploads/2017/09/Effective_Teacher_Professional_Development_REPORT.pdf
  • Davidson, S. G., L. Z. Jaber, and S. A. Southerland. 2021. “Cultivating Science Teachers’ Understandings of Science as a Discipline.” Science Education 1–27. doi:10.1007/s11191-021-00276-1.
  • Desimone, L. M. 2011. “A Primer on Effective Professional Development.” Phi Delta Kappan 92 (6): 68–71. doi:10.1177/003172171109200616.
  • Dresner, M., and E. Worley. 2006. “Teacher Research Experiences, Partnerships with Scientists, and Teacher Networks Sustaining Factors from Professional Development.” Journal of Science Teacher Education 17 (1): 1–14. doi:10.1007/s10972-005-9000-5.
  • Enderle, P., M. Dentzau, K. Roseler, S. Southerland, E. Granger, R. Hughes, B. Golden, and Y. Saka. 2014. “Examining the Influence of RETs on Science Teacher Beliefs and Practice.” Science Education 98 (6): 1077–1108. doi:10.1002/sce.21127.
  • Faber, C., E. Hardin, S. Klein-Gardner, and L. Benson. 2014. “Development of Teachers as Scientists in Research Experiences for Teachers Programs.” Journal of Science Teacher Education 25 (7): 785–806. doi:10.1007/s10972-014-9400-5.
  • Grove, C. M., P. J. Dixon, and M. M. Pop. 2009. “Research Experiences for Teachers: Influences Related to Expectancy and Value of Changes to Practice in the American Classroom.” Professional Development in Education 35 (2): 247–260. doi:10.1080/13674580802532712.
  • Guskey, T. R., and K. S. Yoon. 2009. “What Works in Professional Development?” Phi Delta Kappan 90 (7): 495–500. doi:10.1177/003172170909000709.
  • Hardré, P. L., C. Ling, R. L. Shehab, J. Herron, M. A. Nanny, M. U. Nollert, H. Refai, C. Ramseyer, and E. D. Wollega. 2014. “Designing and Evaluating a STEM Teacher Learning Opportunity in the Research University.” Evaluation and Program Planning 43: 73–82. doi:10.1016/j.evalprogplan.2013.11.002.
  • Hardré, P. L., C. Ling, R. L. Shehab, M. A. Nanny, M. U. Nollert, H. Refai, C. Ramseyer, J. Herron, E. D. Wollega, and S.-M. Huang. 2017. “Situating Teachers’ Developmental Engineering Experiences in an Inquiry-based, Laboratory Learning Environment.” Teacher Development 21 (2): 243–268. doi:10.1080/13664530.2016.1224776.
  • Herrington, D. G., S. F. Bancroft, M. M. Edwards, and C. J. Schairer. 2016. “I Want to Be the Inquiry Guy! How Research Experiences for Teachers Change Beliefs, Attitudes, and Values about Teaching Science as Inquiry.” Journal of Science Teacher Education 27 (2): 183–204. doi:10.1007/s10972-016-9450-y.
  • Hunzicker, J. 2011. “Effective Professional Development for Teachers: A Checklist.” Professional Development in Education 37 (2): 177–179. doi:10.1080/19415257.2010.523955.
  • Kapur, M. 2008. “Productive Failure.” Cognition and Instruction 26 (3): 379–424. doi:10.1080/07370000802212669.
  • Klein-Gardner, S. S., M. E. Johnston, and L. Benson. 2012. “Impact of RET Teacher-Developed Curriculum Units on Classroom Experiences for Teachers and Students.” Journal of Pre-College Engineering Education Research (J-PEER) 2 (2): 21–35. doi:10.5703/1288284314868.
  • Krim, J. S., L. E. Coté, R. S. Schwartz, E. M. Stone, J. J. Cleeves, K. J. Barry, W. Burgess, et al. 2019. “Models and Impacts of Science Research Experiences: A Review of the Literature of CUREs, UREs, and TREs.” CBE Life Sciences Education 18 (4): 1–14. DOI:10.1187/cbe.19-03-0069.
  • Loucks-Horsely, S., K. Stiles, S. Mundry, N. Love, and P. W. Hewson. 2010. Designing Professional Development for Teachers of Science and Mathematics. 3rd ed. Thousand Oaks, CA: Corwin Press.
  • Maxwell, J. A. 2013. Qualitative Research Design: An Interactive Approach. 3rd ed. Thousand Oaks, CA: SAGE.
  • Menekse, M., G. S. Stump, S. Krause, and M. T. H. Chi. 2013. “Differentiated Overt Learning Activities for Effective Instruction in Engineering Classrooms.” Journal of Engineering Education 102 (3): 346–374. doi:10.1002/jee.20021.
  • Miller, E., E. Manz, R. Russ, D. Stroupe, and L. Berland. 2018. “Addressing the Epistemic Elephant in the Room: Epistemic Agency and the Next Generation Science Standards.” Journal of Research in Science Teaching 55 (7): 1053–1075. doi:10.1002/tea.21459.
  • Miranda, R. J., and J. B. Damico. 2013. “Science Teachers’ Beliefs about the Influence of Their Summer Research Experiences on Their Pedagogical Practices.” Journal of Science Teacher Education 24 (8): 1241–1261. doi:10.1007/s10972-012-9331-y.
  • Moore, T. J., S. S. Guzey, and A. Brown. 2014. “Greenhouse Design: An Engineering Unit.” Science Scope 37 (7): 51–57. doi:10.2505/4/ss14_037_07_51.
  • National Science Foundation. 2017. “Research Experiences for Teachers (RET) in Engineering and Computer Science Supplements and Sites.” July 11. https://www.nsf.gov/publications/pub_summ.jsp?ods_key=nsf17575
  • NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: National Academies Press.
  • NRC (National Research Council). 2012. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: National Academies Press.
  • OECD. 2019. “Transformative Competencies for 2030.” OECD Future of Education and Skills 2030: Conceptual Learning Framework. https://www.oecd.org/education/2030-project/teaching-and-learning/learning/transformative-competencies/Transformative_Competencies_for_2030_concept_note.pdf
  • Porter, T., M. E. West, R. L. Kajfez, K. L. Malone, and K. E. Irving. 2019. “The Effect of Teacher Professional Development on Implementing Engineering in Elementary Schools.” Journal of Pre-College Engineering Education Research 9 (2): 64–71. doi:10.7771/2157-9288.1246.
  • Reimers, J. E., C. L. Farmer, and S. S. Klein-Gardner. 2015. “An Introduction to the Standards for Preparation and Professional Development for Teachers of Engineering.” Journal of Pre-College Engineering Education Research (J-PEER) 5 (1): 40–60. doi:10.7771/2157-9288.1107.
  • Reiser, B. J. 2013. “What Professional Development Strategies Are Needed for Successful Implementation of the Next Generation Science Standards?” Invitational Research Symposium on Science Assessment, Washington D. C. 1–23. http://www.ets.org/research/policy_research_reports/publications/paper/2013/jvhf
  • Reiser, B. J., M. Novak, and T. A. McGill. 2017. “Coherence from the Students’ Perspective: Why the Vision of the Framework for K-12 Science Requires More than Simply ‘Combining’ Three Dimensions of Science Learning.” Instructional Materials for the Next Generation Science Standards. Board on Science Education Workshop. https://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_180270.pdf
  • Sadler, T. D., S. Burgin, L. McKinney, and L. Ponjuan. 2010. “Learning Science through Research Apprenticeships: A Critical Review of the Literature.” Journal of Research in Science Teaching 47 (3): 235–256.
  • Silverstein, S. C., J. Dubner, J. Miller, S. Glied, and J. D. Loike. 2009. “Teachers’ Participation in Research Programs Improves Their Students’ Achievement in Science.” Science 326 (5951): 440–442. doi:10.1126/science.1177344.
  • Southerland, S. A., E. M. Granger, R. Hughes, P. Enderle, F. Ke, K. Roseler, Y. Saka, and M. Tekkumru-Kisa. 2016. “Essential Aspects of Science Teacher Professional Development: Making Research Participation Instructionally Effective.” AERA Open 2 (4): 1–16. doi:10.1177/2332858416674200.
  • Sun, Y., and J. Strobel. 2014. “From Knowing-about to Knowing-to: Development of Engineering Pedagogical Content Knowledge by Elementary Teachers through Perceived Learning and Implementing Difficulties.” American Journal of Engineering Education 5 (1): 41–60.
  • Valiandes, S., and L. Neophytou. 2018. “Teachers’ Professional Development for Differentiated Instruction in Mixed-Ability Classrooms: Investigating the Impact of a Development Program on Teachers’ Professional Learning and on Students’ Achievement.” Teacher Development 22 (1): 123–138. doi:10.1080/13664530.2017.1338196.
  • Wilson, S. M. 2013. “Professional Development for Science Teachers.” Science 340 (6130): 310–313. doi:10.1126/science.1230725.
  • Wright, D. S., M. M. Balgopal, L. B. Sample McMeeking, and A. E. Weinberg. 2019. “Developing Resilient K-12 STEM Teachers.” Advances in Developing Human Resources 21 (1): 16–34. doi:10.1177/1523422318814483.

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.