Understanding the Priorities and Practices of Rural Science Teachers: Implications for Designing Professional Learning
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| Title: | Understanding the Priorities and Practices of Rural Science Teachers: Implications for Designing Professional Learning |
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| Language: | English |
| Authors: | Wingert, Kerri, Jacobs, Jennifer, Lindsay, William, Lo, Abraham S., Herrmann-Abell, Cari F., Penuel, William R. |
| Source: | Rural Educator. Sum 2022 43(3):26-40. |
| Availability: | National Rural Education Association. e-mail: theruraleducator@gmail.com; Web site: https://scholarsjunction.msstate.edu/ruraleducator/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2022 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 2010086 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Rural Schools, Science Teachers, Faculty Development, Teacher Attitudes, Teaching Conditions, Teaching Methods, Science Curriculum, Evaluation Methods, Preferences, Student Interests, State Standards, Equal Education, Elementary Secondary Education, Affordances, Barriers, Student Experience |
| Geographic Terms: | Colorado |
| ISSN: | 0273-446X |
| Abstract: | In order to design professional learning that supports rural science teachers to effectively implement standards-based "five-dimensional" (5D) instructional and assessment practices, a critical first step is to elicit their perspectives, prior experiences, concerns, and interests. Based on survey data from 87 rural science teachers in Colorado, along with focus group sessions with 18 of those teachers, this article investigates teachers' perspectives on what makes rural science teaching unique, the degree to which they use 5D science instruction, their curricular and assessment resources, and their professional learning experiences and preferences. Overall, rural science teachers in Colorado reported using rich practices for engaging students' interests and identities in the pursuit of high-quality engagement, and they expressed a need for more science-specific professional learning and materials distribution. Implications for designing professional learning opportunities for rural science teachers are offered. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1362185 |
| Database: | ERIC |
| Abstract: | In order to design professional learning that supports rural science teachers to effectively implement standards-based "five-dimensional" (5D) instructional and assessment practices, a critical first step is to elicit their perspectives, prior experiences, concerns, and interests. Based on survey data from 87 rural science teachers in Colorado, along with focus group sessions with 18 of those teachers, this article investigates teachers' perspectives on what makes rural science teaching unique, the degree to which they use 5D science instruction, their curricular and assessment resources, and their professional learning experiences and preferences. Overall, rural science teachers in Colorado reported using rich practices for engaging students' interests and identities in the pursuit of high-quality engagement, and they expressed a need for more science-specific professional learning and materials distribution. Implications for designing professional learning opportunities for rural science teachers are offered. |
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| ISSN: | 0273-446X |
