Exploring practices of science coordinators participating in targeted professional development

This study describes how district science coordinators supported teachers and implemented professional development in their districts following participation in the Science Coordinator Academy. This qualitative descriptive case study comprised three district science coordinators from three districts in a mid‐Atlantic state, as well as principals and teachers from those districts. Data sources, including observations, surveys, artifacts, and interviews, were analyzed using the framework method (Gale, Heath, Cameron, Rashid, & Redwood, 2013). District context, science coordinator background, and collaboration were salient factors that influenced coordinator practices and coordinators’ abilities to impact teacher change. We hypothesize that the development of a coaching relationship, facilitating collaboration among teachers, utilizing the characteristics of effective professional development, and promoting reflection through modeling and feedback may be the most important reflection‐growth model of instructional leadership (Blase & Blase, 1999) practices for science coordinators to enact when working with teachers

Teacher\u27s Toolkit: Differentiating Inquiry

Differentiated instruction and teaching science as inquiry are two pedagogical approaches frequently discussed among science teachers. Teachers know these approaches are important but often have difficulty translating them into their classroom science instruction. This article describes how to differentiate a density investigation for variations in student readiness by varying the level of inquiry using an approach that is easily translated to experiments in any science content area

Situating Computer Simulation Professional Development: Does It Promote Inquiry-Based Simulation Use?

This mixed-methods study sought to identify professional development implementation variables that may influence participant (a) adoption of simulations, and (b) use for inquiry-based science instruction. Two groups (Cohort 1, N = 52; Cohort 2, N = 104) received different professional development. Cohort 1 was focused on Web site use mechanics. Cohort 2 was situated in nature and provided three additional elements: (a) modeling simulation use within inquiry-based instruction; (b) collaboration; and (c) provision of content-relevant lesson planning time. There was no difference in the extent of simulation use between cohorts, χ2(1) = 0.878, p = .349, φ = −0.075. Results were inconclusive for a difference in observed inquiry instruction as Fisher\u27s Exact Test was insignificant but had a medium effect size, p = .228, φ = 0.283. Computer-based standardized tests emerged as a novel technology integration barrier. These findings have implications for school policy, professional development, and future research

Characterizing Teaching Assistants’ Knowledge and Beliefs Following Professional Development Activities within an Inquiry-Based General Chemistry Context

The purpose of this investigation was to explore changes in undergraduate and graduate teaching assistants’ (TAs’) content knowledge and beliefs about teaching within the context of an inquiry-based laboratory course. TAs received professional development (PD), which was informed by the TA training literature base and was designed for TAs implementing a guided inquiry approach to general chemistry laboratory instruction. TAs engaged in ∼20 h of presemester PD and ∼30 h of weekly follow-up PD during the semester. The study utilized a multiple-methods approach within a social constructivist framework to assess changes in the TAs. Participants included eight graduate TAs and five undergraduate TAs. Data collection included TA pre-PD, post-PD, and semester-end surveys and two interviews of a subset of participants. The quantitative data were analyzed using descriptive and nonparametric statistics, and the qualitative data were analyzed using systematic data analysis. The results indicate that TAs’ content knowledge significantly improved following the PD (mean = 80.22, standard deviation = 11.80) (Z = −2.346, p = 0.019) and was maintained over the semester. Following PD, the TAs shifted their beliefs to be more aligned with inquiry-based instruction. The results of this investigation suggest that TA previous experience and teaching students in an inquiry-based lab may influence TAs’ beliefs. Future research will focus on examining the impact of TAs on student outcomes within a guided inquiry approach to general chemistry laboratory instruction

Kriging-Based 3-D Spectrum Awareness for Radio Dynamic Zones Using Aerial Spectrum Sensors

Radio dynamic zones (RDZs) are geographical areas within which dedicated spectrum resources are monitored and controlled to enable the development and testing of new spectrum technologies. Real-time spectrum awareness within an RDZ is critical for preventing interference with nearby incumbent users of the spectrum. In this paper, we consider a 3D RDZ scenario and propose to use unmanned aerial vehicles (UAVs) equipped with spectrum sensors to create and maintain a 3D radio map of received signal power from different sources within the RDZ. In particular, we introduce a 3D Kriging interpolation technique that uses realistic 3D correlation models of the signal power extracted from extensive measurements carried out at the NSF AERPAW platform. Using C-Band signal measurements by a UAV at altitudes between 30 m-110 m, we first develop realistic propagation models on air-to-ground path loss, shadowing, spatial correlation, and semi-variogram, while taking into account the knowledge of antenna radiation patterns and ground reflection. Subsequently, we generate a 3D radio map of a signal source within the RDZ using the Kriging interpolation and evaluate its sensitivity to the number of measurements used and their spatial distribution. Our results show that the proposed 3D Kriging interpolation technique provides significantly better radio maps when compared with an approach that assumes perfect knowledge of path loss

Investigating the role of a district science coordinator

This study explored the professional responsibilities of district science coordinators, their professional development (PD) experiences, the relationship between their role, responsibilities, district context, and background, and barriers encountered in their work. A national sample (n = 122) of self‐identified science coordinators completed a Science Coordinator Role Survey. Participants’ responses were analyzed using descriptive and correlational statistics. Following analysis of survey data, 16 participants (13.1%) were purposefully selected for semi‐structured follow‐up interviews. Results indicated the majority of respondents identified themselves as Caucasian, female, and had served in their position for less than 10 years. The typical science coordinator held a degree in a science content area and was a former science teacher. Respondents without science degrees tended to hold positions at small, remote, or rural school districts with responsibilities in multiple content areas. Participants also reported barriers of not having enough PD opportunities, lack of time, lack of emphasis on science instruction, and a lack of power to enforce policies within a district. Results characterize the professional responsibilities of coordinators, provide insight into the role of a science coordinator, and into how to create targeted PD for coordinators

Elementary science teachers’ integration of engineering design into science instruction: results from a randomised controlled trial

This randomised controlled trial used a mixed-methods approach to investigate the frequency and how elementary teachers integrated engineering design (ED) principles into their science instruction following professional development (PD). The ED components of the PD were aligned with Cunningham and Carlsen’s [(2014). Teaching engineering practices. Journal of Science Teacher Education, 25, 197–210] guidelines for ED PD and promoted inclusion of ED within science teaching. The treatment group included 219 teachers from 83 schools. Participants in the control group included 145 teachers from 60 schools in a mid-Atlantic state. Data sources, including lesson overviews and videotaped classroom observations, were analysed quantitatively to determine the frequency of ED integration and qualitatively to describe how teachers incorporated ED into instruction after attending the PD. Results indicated more participants who attended the PD (55%) incorporated ED into instruction compared with the control participants (24%), χ2(1, n = 401) = 33.225, p \u3c .001,  = 0.308. Treatment and control teachers taught similar science content (p’s \u3e .05) through ED lessons. In ED lessons, students typically conducted research and created and tested initial designs. The results suggest the PD supported teachers in implementing ED into their science instruction and support the efficacy of using Cunningham and Carlsen’s (2014) guidelines to inform ED PD design

Learning reform-based science instruction: Results from a statewide professional development program for beginning science teachers

Abstract While some general understanding of beginning science teacher learning and science instruction in the United States exists, little is known about how science-specific induction programs for beginning teachers impact science teacher learning and instruction. To increase the knowledge in this area, this study investigated the impact of a statewide induction program on beginning science teachers' confidence, understandings, and implementation of reform-based science instruction. This randomized controlled trial investigation induction program included 74 beginning science teachers in two cohorts based on year of participation. In this embedded mixed-methods study, the data consisted of perceptions surveys, induction program observations, interviews, and classroom observations. Results suggested that the induction program helped develop participants' confidence and agency in implementing nature of science (NOS) and inquiry instruction. Additionally, data revealed that participants' understandings of NOS and problem-based learning (PBL) developed over time significantly greater than control teachers' understandings. However, understandings of inquiry were not statistically different between the two groups. Finally, all types of reform-based instruction were more frequently seen in treatment than control participants' practices, yet the implementation of these types of instruction developed differently across the first two years. The study suggests the need to provide ample opportunities for beginning science teachers to learn reform-based instructional approaches beyond initial certification programs, and that science-specific induction programs can be a form of ongoing support. A poster presented a

Mechanisms of estradiol in fear circuitry: implications for sex differences in psychopathology

Over the past two decades, substantial knowledge has been attained about the mechanisms underlying the acquisition and subsequent extinction of conditioned fear. Knowledge gained on the biological basis of Pavlovian conditioning has led to the general acceptance that fear extinction may be a useful model in understanding the underlying mechanisms in the pathophysiology of anxiety disorders and may also be a good model for current therapies treating these disorders. Lacking in the current knowledge is how men and women may or may not differ in the biology of fear and its extinction. It is also unclear how the neural correlates of fear extinction may mediate sex differences in the etiology, maintenance, and prevalence of psychiatric disorders. In this review, we begin by highlighting the epidemiological differences in incidence rate. We then discuss how estradiol (E2), a primary gonadal hormone, may modulate the mechanisms of fear extinction and mediate some of the sex differences observed in psychiatric disorders