NSF-Funded Exploratory Study: Lessons Learned

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Author(s): Eleanor Armour-Thomas (Queens College of the City University of New York, USA)
Copyright: 2024
Pages: 20
Source title: Using STEM-Focused Teacher Preparation Programs to Reimagine Elementary Education
Source Author(s)/Editor(s): Emily Cayton (Campbell University, USA), Miriam Sanders (Texas A&M University, USA)and John A. Williams (Texas A&M University, USA)
DOI: 10.4018/978-1-6684-5939-3.ch010

Keywords: Education / Information Science Reference / STEM Education / Teacher Education

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Abstract

In this NSF-funded exploratory study the author examined the impact of professional development on NGSS teaching of administrator-selected teachers in a large, urban, public school district in the United States. Currently, the research literature on professional development about NGSS in early grades about NGSS is sparce. Thus, the purpose of the study was to develop and implement a professional development program for Early Childhood and Elementary in-service teachers with the aim of understanding its impact on their knowledge for NGSS teaching and classroom practice. Findings from self-reports revealed improvement in teachers' knowledge for NGSS teaching particularly in the domains of lesson planning, classroom teaching, and classroom assessment. Lessons learned from the exploratory study for future professional development in professional development for NGSS teaching and learning are discussed.

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NSF-Funded Exploratory Study: Lessons Learned

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