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Implementing Professional Development in Science Using Coaching: An Action Research Study

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dc.contributor.author Johnson, Sherlene C.E.
dc.date.accessioned 2020-12-07T15:20:37Z
dc.date.available 2020-12-07T15:20:37Z
dc.date.issued 2020-11-04
dc.identifier.citation S.C.E. Johnson, "Implementing Professional Development in Science Using Coaching: An Action Research Study", Ph.D. dissertation, School of Education, Univ. of Bridgeport, Bridgeport, CT, 2020. en_US
dc.identifier.uri https://scholarworks.bridgeport.edu/xmlui/handle/123456789/4394
dc.description.abstract This action research utilized a mix method approach where qualitative and quantitative data were collected. The research study sought to explore if sustained professional development through coaching was done with teachers to enact problem-based learning would transform teachers’ praxis. In addition, the researcher examined what were the factors that contributed to teachers’ inability to transfer learning from a traditional workshop setting to implementing the knowledge gained to their classrooms. The action research consisted of two major stages, namely the needs assessment and the action research cycle. It was imperative that the researcher explore the local setting to ascertain the perceptions of teachers and look at data to determine the needs. From the needs assessment the researcher co-constructed and implemented an intervention to train teacher-participants about problem-based learning as well as conducted awareness sessions about peer coaching and what should be expected during the research study. The researcher collaborated with teacher-participants during the coaching model as they embraced co-planning, modeling, and guidance for enactment. Upon the completion of the intervention, the action research cycle began with teachers of science. Throughout the research study, a key feature was a critical reflection by the teachers as well as the researcher. Students doing the problem-based learning cycles were encouraged to do reflection, as this was a best practice for problem-based learning theory. The researcher was guided by the review of the data in Iteration 1 to make adjustments for Iteration 2; data were further analyzed in Iteration 2 after the science participants were completed, this informed changes that were made in Iteration 3. The research concluded with an ethnographic reflection of the transformation process that indicated the use of coaching as a professional development initiative for the enactment of a new instructional strategy. In addition, the overall effect that this had on the researcher’s praxis and research skills. en_US
dc.language.iso en_US en_US
dc.subject Instructional coaching en_US
dc.subject Instructional planning en_US
dc.subject Problem-based learning en_US
dc.subject Science instruction en_US
dc.subject Student-centered en_US
dc.title Implementing Professional Development in Science Using Coaching: An Action Research Study en_US
dc.type Thesis en_US
dc.institute.department School of Education en_US
dc.institute.name University of Bridgeport en_US


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