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Curriculum-Aligned Professional Development for Geospatial Education

  • Beth KubitskeyEmail author
  • Barry Fishman
  • Heather Johnson
  • Kirsten Mawyer
  • Daniel Edelson
Chapter

Abstract

Professional development (PD) designed to accompany curriculum materials prepares teachers for specific classroom practices, guides them during practice, and creates opportunities for reflection. We present the theoretical underpinnings for our model of curriculum-linked PD and describe a hybrid (face-to-face and online) professional development program for curriculum materials that make use of the My World™ Geographic Information System software. Research-derived design principles for curriculum-aligned PD include the following: (1) identify goals for the professional development, (2) adopt a learning theory and use it, and (3) evaluate whether learning goals were met and then revise PD practices according to this feedback. We do not intend our design to be the model for online PD, but rather an example of an approach successfully applying our design principles.

Keywords

Curriculum aligned Hybrid Learning for use Environmental science 

Notes

Acknowledgments

 The work described in this chapter was funded by the National Science Foundation under grants ESI-0455582, REC-9876150, ESI-0227557, and 0352478, and by the National Geographic Education Foundation. The opinions reported in this work are those of the authors and not the funding agencies or their institutions.

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Copyright information

© Springer Science+Business Media B.V. 2014

Authors and Affiliations

  • Beth Kubitskey
    • 1
    Email author
  • Barry Fishman
    • 2
  • Heather Johnson
    • 3
  • Kirsten Mawyer
    • 4
  • Daniel Edelson
    • 5
  1. 1.Eastern Michigan UniversityMichiganUSA
  2. 2.The University of MichiganAnn ArborUSA
  3. 3.Vanderbilt UniversityNashvilleUSA
  4. 4.Northwestern UniversityEvanstonUSA
  5. 5.National Geographic SocietyWashington, DCUSA

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