Components of Effective Professional Development for Science Educators: A Case Study With Environmental Education Program Project Learning Tree
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...
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| Published in | Applied environmental education and communication Vol. 14; no. 4; pp. 223 - 231 |
|---|---|
| Main Authors | , , , |
| Format | Journal Article |
| Language | English |
| Published |
Philadelphia
Routledge
02.10.2015
Taylor & Francis Ltd |
| Subjects | |
| Online Access | Get full text |
| ISSN | 1533-0389 1533-015X 1533-0389 |
| DOI | 10.1080/1533015X.2015.1109484 |
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| Abstract | 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. |
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| AbstractList | 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. 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 <0.05). This study recommends subject-focused, audience-specific, in-person workshops with online supplements as an effective framework for future workshops. 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. (ProQuest: ... denotes formulae/symbols omitted.) 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 registered , 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. |
| Author | Folta, Elizabeth Rickard, Laura Kuehn, Diane Velardi, Sara Hendrickson |
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| References | Garrison D.R. (cit0011) 2008 cit0010 cit0021 Luft J. (cit0014) 2009 McConney A. (cit0016) 2000 Arbaugh J.B. (cit0001) 2010; 33 Next Generation Science Standards (cit0017) 2013 Project Learning Tree (cit0019) 2010 Weiser B. (cit0023) 2012; 49 O’Dwyer L. (cit0018) 2010 Henke R.R. (cit0012) 2000 Schifter D. (cit0020) 1993 Tammi J. K. (cit0022) 1991 Freelon D. (cit0008) 2010; 5 Fuller E. (cit0009) 2003 Darling-Hammond L. (cit0004) 2009 Ingersoll R. (cit0013) 2004 cit0015 cit0005 cit0002 Easton J.O. (cit0007) 2002; 1 cit0003 |
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| Title | Components of Effective Professional Development for Science Educators: A Case Study With Environmental Education Program Project Learning Tree |
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