Exploring professional development experiences: teachers' and facilitators' perceptions of Alabama Science in Motion

dc.contributorMantero, Miguel
dc.contributorWilson, Elizabeth K.
dc.contributorNichols, Sharon E.
dc.contributorNewman, Jane L.
dc.contributor.advisorStallworth, Brenda J.
dc.contributor.authorBurruss, Linda Denise
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2017-03-01T14:48:31Z
dc.date.available2017-03-01T14:48:31Z
dc.date.issued2011
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractTeachers are often disillusioned because most of the professional development that they receive is inadequate (Chappuis, Chappuis, & Stiggins, 2009; Borko, 2004). With that in mind, reform efforts have placed attentive measures on the classroom and the way teachers can improve their instructional practices. The purpose of this study was to explore biology and chemistry teachers' and facilitators' perceptions of the Alabama Science in Motion (ASIM) professional development experience. Furthermore, the researcher conducted this study to determine whether or not ASIM had an impact on teachers' classroom instruction. The results of this study were significant in that it allows for policy makers to analyze the effect that the ASIM experience has on reforming and restructuring science education. A mixed-method research design was utilized. Data was gathered from teachers and facilitators via survey and focus group interview responses. The population consisted of teachers who were trained with ASIM modules and facilitators who trained teachers in the area of biology and chemistry. A statistical data analysis was employed using the Pearson r correlation coefficient test (Pearson r). The results of this study revealed that effective professional development has an impact on teachers' classroom instruction. Teachers and facilitators believed that ASIM made them more effective as a teacher and contributed strongly to their students' understanding of biology and chemistry. Moreover, teachers and facilitators believed that the ASIM modules assisted them in the implementation of the standards on the Alabama Course of Study.en_US
dc.format.extent141 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0000730
dc.identifier.otherBurruss_alatus_0004D_10731
dc.identifier.urihttps://ir.ua.edu/handle/123456789/1235
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectSecondary education
dc.titleExploring professional development experiences: teachers' and facilitators' perceptions of Alabama Science in Motionen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Curriculum and Instruction
etdms.degree.disciplineSecondary Education
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.namePh.D.
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