Components of Effective Professional Development for Science Educators: A Case Study With Environmental Education Program Project Learning Tree

• Published in: Applied environmental education and communication Vol. 14; no. 4; pp. 223 - 231
• Main Authors: Velardi, Sara Hendrickson, Folta, Elizabeth, Rickard, Laura, Kuehn, Diane
• Format: Journal Article
• Language: English
• Published: Philadelphia Routledge 02.10.2015; Taylor & Francis Ltd
• Subjects: Case Studies; Curriculum; Education; education programs; Environmental Education; Interviews; Learning; Learning Modules; Mentors; New York; Professional Development; Program Effectiveness; Science Teachers; Supplementary Education; surveys; Teacher Surveys; teachers; Time Factors (Learning); Workshops; New York; ANW, USA, New York
• ISSN: 1533-0389; 1533-015X; 1533-0389
• DOI: 10.1080/1533015X.2015.1109484

Professional development workshops enable educators to increase their knowledge in an academic subject. With the publication of The Next Generation Science Standards, teachers are expected to be cognizant in science content and inquiry-based learning. This research study looked at workshops offered by New York Project Learning Tree®, an environmental education program, using surveys and interviews with facilitators and educators. It was determined that there was a significant relationship between Secondary module workshops: 2–3 hr and how frequently curriculum was taught by educators (p <.05). This study recommends subject-focused, audience-specific, in-person workshops with online supplements as an effective framework for future workshops.