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  1. Christopher Wilson
  2. http://www.bscs.org
  3. Senior Science Educator
  4. Presenter’s NSFRESOURCECENTERS
  5. BSCS Science Learning
  1. Jody Bintz
  2. http://www.bscs.org
  3. Senior Science Educator
  4. Presenter’s NSFRESOURCECENTERS
  5. BSCS Science Learning

STeLLA: Science Teachers Learning from Lesson Analysis

NSF Awards: 0918277

2015 (see original presentation & discussion)

Grades K-6, Adult learners

The NGSS put extra pressure on the need for knowledge about models of professional development (PD) that support high-quality science teaching and learning. While researchers have proposed a consensus model of effective PD (Desimone et al, 2009), few studies examine this model empirically and fewer still look at impacts on student learning. Also missing from PD research are lines of research that study PD programs in increasingly rigorous ways over time as mapped out in Borko’s seminal paper (2004) calling for more systematic PD research.

This video describes a rich line of research around an analysis-of-practice PD program that addresses these research gaps. This program pairs developing teachers’ science content knowledge alongside pedagogical content knowledge (PCK) via lesson analysis, in which teachers examine their own and each other’s teaching with respect to student thinking and science content storyline lenses. This research tests the consensus PD model by exploring impacts on teacher content knowledge, teacher PCK, teaching practice, and student learning via quasi-experimental and experimental studies.

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