Maximizing the Impact of Professional Development for Earth Science Teachers

Authors

W. M. Frazier, George Mason University
D. R. Sterling, George Mason University

Publication Date

2008

Abstract

This study examines the extent to which follow-up sessions can provide support for earth science teachers as they apply what they learn from professional development coursework during the academic year with their own students. Data include direct observation of follow-up sessions of courses for teachers; interviews with course co-instructors and teacher participants; and, document analysis of teacher products with a focus on the lesson plans, laboratory/activity sheets for students, and virtual field trips that teacher participants submitted and shared during follow-up sessions. Strategies are recommended to assist earth science content faculty in increasing the impact of their work with teachers and hence, student instruction.

Volume

10

Issue

1

First Page

85

Last Page

98

Rights

© Virginia Mathematics and Science Coalition, licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/)

DOI

https://doi.org/10.25891/P1D7-0T90

Recommended Citation

Frazier, W. M. and Sterling, D. R. (2008) "Maximizing the Impact of Professional Development for Earth Science Teachers," Journal of Mathematics and Science: Collaborative Explorations: Vol. 10: No. 1, Article 9.
Available at: https://scholarscompass.vcu.edu/jmsce_vamsc/vol10/iss1/9