Stebler, Brooke E.
(2020)
Building an Understanding of Elementary Science Teachers’ Beliefs about Science Literacy.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
This paper provides a case study of two elementary science teachers’ perspectives on science literacy and the role a reading specialist can play by providing them with a personalized professional development program. This paper seeks to gain insights into two research questions:
1.) What beliefs do two focus third grade teachers hold about science literacy prior to participating in a personalized professional development program related to science
literacy?
2.) How do the views of these two teachers evolve as a result of participating in a reading
specialist-led professional development program?
The findings showed that in response to question one, the two teachers held different perspectives: one held a mix of traditional and reformed views, while the other held reformed
views. In response to question two, after the personalized professional development program, the views of the more traditional teacher evolved to become reformed, while the teacher who held the more reformed views at the beginning of the study remained consistent in her views. In this study,
there was evidence that a reading specialist-led personalized professional development has the potential to support the participating teachers’ evolving perspectives of science literacy and foster collaboration to offer support for the improvement of instruction.
The study offers an example of the way in which mentoring can beget mentoring within the school community, and highlights the importance of the following aspects for reading
specialists who offer personalized professional development to elementary content teachers: 1) the importance of meeting regularly with the participants, 2) the importance of ensuring the participants are comfortable teaching, 3) the importance of frequent follow-ups at the end of the day to ensure the lessons went well and to answer any questions.
Share
| Citation/Export: |
|
| Social Networking: |
|
Details
| Item Type: |
University of Pittsburgh ETD
|
| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
|
| Date: |
17 December 2020 |
| Date Type: |
Publication |
| Defense Date: |
23 July 2020 |
| Approval Date: |
17 December 2020 |
| Submission Date: |
23 August 2020 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
149 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Instruction and Learning |
| Degree: |
EdD - Doctor of Education |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
science literacy, teacher beliefs, professional development |
| Date Deposited: |
17 Dec 2020 19:32 |
| Last Modified: |
17 Dec 2020 19:32 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/39672 |
Metrics
Monthly Views for the past 3 years
Plum Analytics
Actions (login required)
 |
View Item |
![[feed]](/images/feed-icon-32x32.png){kind=icon}