Papers by Janet Eberhardt
Journal of the Learning Sciences, 2011
Engaging teachers in discussing and analyzing problems of practice has great potential for teache... more Engaging teachers in discussing and analyzing problems of practice has great potential for teacher professional development, yet little is known about how to facilitate such discussion.
Journal of Science Education and Technology, 2011
Abstract Since A Nation at Risk was released in the 1980s, standards-based reform has been the mo... more Abstract Since A Nation at Risk was released in the 1980s, standards-based reform has been the most dominant trend in American educational policy, and the No Child Left Behind Act pushed the trend further by requiring states to develop rigorous curriculum standards. Though ...
Page 1. McConnell, et al, 2008 1 Impact of Video-Based Teacher Reflections VIDEO-BASED TEACHER RE... more Page 1. McConnell, et al, 2008 1 Impact of Video-Based Teacher Reflections VIDEO-BASED TEACHER REFLECTION WHAT IS THE REAL EFFECT ON REFLECTIONS OF INSERVICE TEACHERS? Tom J. McConnell Mary ...
(in press) Conference Proceedings of the International Academic Conference of Preparing Quality S... more (in press) Conference Proceedings of the International Academic Conference of Preparing Quality Science Teachers for Elementary and Secondary Schools, sponsored by the National Science Council (Taiwan), May 31st through June 2nd, 2007 in Taipei, Taiwan.
Interdisciplinary Journal of Problem-based Learning, 2008
In this study we measured changes in science teachers' conceptual science understanding (content ... more In this study we measured changes in science teachers' conceptual science understanding (content knowledge) and pedagogical content knowledge (PCK) while participating in a problem-based learning (PBL) model of professional development. Teachers participated in a two-week long workshop followed by nine monthly meetings during one academic year that focused on deepening their content understanding and their teaching practices. We analyzed teachers' short writings and concept map depictions of their understanding, and found teachers signifi cantly developed components of pedagogical content knowledge and clinical reasoning, such as knowledge of assessment. Gains on conceptual understanding of science, however, were limited to one group of teachers. We conclude that this PBL approach to professional development advanced components of science teachers' strategic pedagogical content knowledge and discuss the ongoing challenges in measuring changes in teachers' understanding in the context of an evolving PBL model of professional development.
Page 1. McConnell, et al, 2008 1 Impact of Video-Based Teacher Reflections VIDEO-BASED TEACHER RE... more Page 1. McConnell, et al, 2008 1 Impact of Video-Based Teacher Reflections VIDEO-BASED TEACHER REFLECTION WHAT IS THE REAL EFFECT ON REFLECTIONS OF INSERVICE TEACHERS? Tom J. McConnell Mary ...
Journal of Science Education and Technology, 2013
Research suggests that professional development that engages teachers in instructional inquiry ov... more Research suggests that professional development that engages teachers in instructional inquiry over an extended time through collaborative professional learning communities (PLCs) is effective in improving instruction and student achievement. Still, most professional development is offered as short-duration workshops that are not effective in changing practice. Barriers to the implementation of PLCs include lack of shared meeting time and a shortage of teachers who share the same subject areas or common goals and interests. Convening teachers from multiple districts can alleviate this problem, but teachers are reluctant to travel for meetings due to time and cost restraints. Video-conferencing software offers a solution to these barriers while serving to foster the sense of community needed for PLCs to be effective. The researchers describe the use of Virtual PLCs in which two groups of teachers met monthly for one school year to collaboratively analyze evidence collected as part of their teacher inquiry plans. With help from a facilitator, these groups developed a relationship similar to other groups meeting face-to-face as part of the same professional development program. Analysis of the reflections of teacher-participants and facilitators revealed that teachers prefer face-to-face meetings, but that the virtual and face-to-face meetings provided teachers with similar social interactions in the PLC experience. The findings suggest that teachers perceive videoconferencing as an effective tool for facilitating PLCs when distance and time are practical barriers to faceto-face meetings. Practical considerations for developing and facilitating virtual PLCs are also discussed.
In this study we measured changes in science teachers’ conceptual science understanding (content ... more In this study we measured changes in science teachers’ conceptual science understanding (content knowledge) and pedagogical content knowledge (PCK) while participating in a problem-based learning (PBL) model of professional development. Teachers participated in a two-week long workshop followed by nine monthly meetings during one academic year that focused on deepening their content understanding and their teaching practices. We analyzed teachers’
Journal of Science Teacher Education, 2010
In this study we described an action research project enacted by a veteran Kindergarten teacher (... more In this study we described an action research project enacted by a veteran Kindergarten teacher (Sarah) in the context of a professional development program. Over the course of a year, Sarah collaborated with other teachers in a small group to investigate how to use “Science Talks” to promote student learning in Kindergarten classrooms. A Problem-Based Learning approach was adopted to
One of the challenges faced by professional development planners is how to recruit and retain tea... more One of the challenges faced by professional development planners is how to recruit and retain teacher participants in the long-term programs that research has shown to be effective. Some teachers are hesitant to enroll in programs that require large commitments of time and effort. As a result, professional development (PD) programs may not serve enough teachers to have a broad
One of the challenges faced by professional development planners is how to recruit and retain tea... more One of the challenges faced by professional development planners is how to recruit and retain teacher participants in the long-term programs that research has shown to be effective. Some teachers are hesitant to enroll in programs that require large commitments of time and effort. As a result, professional development (PD) programs may not serve enough teachers to have a broad
Previous research has shown that questioning is a key strategy that facilitators use to promote d... more Previous research has shown that questioning is a key strategy that facilitators use to promote discussion in Problem-Based Learning (PBL). Yet, there is a lack of detailed understanding on what questions facilitators ask and how those questions aff ect discussion. In this study we examined diff erent types of questions that experienced facilitators asked to promote discussion of teaching problems in professional development for science teachers. We videotaped six PBL sessions facilitated by three pairs of experienced facilitators. Data analysis showed that facilitators asked a set of questions to initiate and advance PBL discourse, including questions to solicit ideas, to reframe ideas, to clarify ideas, to push for elaboration, to check for interpretation, and to connect to teachers' classroom practice. This study has implications for the development of PBL facilitators.
This study examines the influence of literature research and discussion with peers on the develop... more This study examines the influence of literature research and discussion with peers on the development of science PCK in elementary teachers engaged in problem-based learning as a professional development activity. The participants included 18 teachers from grades K-6 who had enrolled in an extended PD program focusing on science content, unit development and collaborative analysis of teaching practice. Data included
In this study we measured changes in science teachers' conceptual science understanding (content ... more In this study we measured changes in science teachers' conceptual science understanding (content knowledge) and pedagogical content knowledge (PCK) while participating in a problem-based learning (PBL) model of professional development. Teachers participated in a two-week long workshop followed by nine monthly meetings during one academic year that focused on deepening their content understanding and their teaching practices. We analyzed teachers' short writings and concept map depictions of their understanding, and found teachers signifi cantly developed components of pedagogical content knowledge and clinical reasoning, such as knowledge of assessment. Gains on conceptual understanding of science, however, were limited to one group of teachers. We conclude that this PBL approach to professional development advanced components of science teachers' strategic pedagogical content knowledge and discuss the ongoing challenges in measuring changes in teachers' understanding in the context of an evolving PBL model of professional development.
The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2013
The Problem-Based Learning (PBL) Project for Teachers included three days of professional develop... more The Problem-Based Learning (PBL) Project for Teachers included three days of professional development using PBL to deepen teachers’ content knowledge. Teachers identified the content area in which they wished to work from a list of choices. They worked in facilitated groups of from five to nine participants to solve rich, ill-structured problems. Content knowledge was assessed based on teachers’ written responses to at least one general question and one application question in which they explained some everyday phenomena. Teachers responded to these questions two months before and at the end of the professional development; 80.5 percent of the 41 middle and high school teachers who participated showed improved content knowledge. We also examined the patterns in teachers’ incoming content knowledge and changes in content knowledge. The data indicate that the PBL approach used here was effective in improving the content knowledge of teachers independent of demographic factors and type and degree of incoming content knowledge.a
Although researchers have reported positive effects on teacher learning from observing published ... more Although researchers have reported positive effects on teacher learning from observing published video, teachers' own video, and their colleagues' video, very few professional development programs have integrated all three types of video to improve teacher learning. In this study, we examined the affordances and challenges of the three types of video when they were used in a Problem-Based Learning professional development program, drawing upon multiple data sources from 26 Ke12 science teachers. We present a case study to illustrate how one teacher might learn from each type of video, and conclude with recommendations for using video in professional development.
Journal of Science Teacher Education, 2010
In this study we described an action research project enacted by a veteran Kindergarten teacher (... more In this study we described an action research project enacted by a veteran Kindergarten teacher (Sarah) in the context of a professional development program. Over the course of a year, Sarah collaborated with other teachers in a small group to investigate how to use “Science Talks” to promote student learning in Kindergarten classrooms. A Problem-Based Learning approach was adopted to
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Papers by Janet Eberhardt