CONTENT ANALYSIS OF 1998–2012 EMPIRICAL STUDIES IN SCIENCE READING USING A SELF-REGULATED LEARNING LENS |
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| Authors: | Hsu Ying-Shao Yen Miao-Hsuan Chang Wen-Hua Wang Chia-Yu Chen Sufen |
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| Institution: | 1. College of Education, University of South Carolina, Columbia, SC, 29208, USA
2. South Carolina’s Coalition for Mathematics & Science, 100 Technology Dr, Clemson, SC, 29634-0977, USA
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| Abstract: | In this study, we investigated the impact of teaming school-based instructional coaches with science or mathematics middle school teachers to build a community of practice around inquiry instruction. This professional development model began with a 2-week summer institute and continued with four follow-up sessions during the academic school year for the teacher and instructional coach participants. The teachers’ participation in this professional development program with (1) content instruction through inquiry lessons, (2) practice teaching to middle school students, and (3) coach-led reflection improved their understanding of inquiry-based practices and the quality of their classroom inquiry implementation. Professional development experiences that prepare teachers and coaches simultaneously in inquiry and content may help build a shared language for reform and accelerate inquiry instructional changes. |
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