Skip to main content

Advertisement

SpringerLink
Log in

Transformative Professional Development: A Model for Urban Science Education Reform

  • Published:
Journal of Science Teacher Education

Abstract

This study presents a model of Transformative Professional Development (TPD) for use in sustained, collaborative, professional development of teachers in urban middle school science. TPD focuses on urban science teacher change and is responsive to school climate, teacher needs, and teacher beliefs with the intention of promoting change in practice. In this study, TPD was used to meet the needs of individual teachers and the collective needs of schools in reform efforts. The experiences of the eight teachers engaged in this process of professional growth, including their changes in practices and beliefs, provide the focus of this paper. Findings in this study revealed that through the use of TPD, participants in this study improved science teaching effectiveness and began to transform their negative school climate and create positive classroom learning environments.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Anderson, R. D. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13(1), 1–12.

    Article  Google Scholar 

  • Anderson, R. D., & Helms, J. V. (2001). The ideal of standards and the reality of schools: Needed research. Journal of Research in Science Teaching, 38(1), 3–16.

    Article  Google Scholar 

  • Anyon, J. (1980). Social class and the hidden curriculum of work. Journal of Education, 162(1), 67–92.

    Google Scholar 

  • Anyon, J. (2001). Inner cities, affluent suburbs, and unequal educational opportunity. In J. Banks & C. Banks (Eds.), Multicultural education: Issues and perspectives (4th ed., pp. 85–102). New York: Wiley.

    Google Scholar 

  • Atwater, M. M. (1994). Research on cultural diversity in the classroom. In D. L. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 558–576). New York: Macmillan.

    Google Scholar 

  • Bambino, D. (2002). Critical friends. Educational Leadership, 59(6), 25–27.

    Google Scholar 

  • Barton, A. C. (2001). Science education in urban settings: Seeking new ways of praxis through critical ethnography. Journal of Research in Science Teaching, 38(8), 899–917.

    Article  Google Scholar 

  • Borko, H., & Shavelson, R. J. (1990). Teacher decision-making. In B. F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 311–346). Hillsdale, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Bryan, L. A., & Atwater, M. M. (2002). Teacher beliefs and cultural models: A challenge for science teacher preparation programs. Science Education, 86, 821–839.

    Article  Google Scholar 

  • Chamot, A., & O’Malley, M. (1994). The CALLA handbook. Reading, MA: Addison-Wesley.

    Google Scholar 

  • Costa, A., & Kallick, B. (1993). Through the lens of a critical friend. Educational Leadership, 51(2), 49–51.

    Google Scholar 

  • Crawford, B. (2000). Embracing the essence of inquiry: New roles for science teachers. Journal of Research in Science Teaching, 37(9), 916–937.

    Article  Google Scholar 

  • Cummins, J. (1994). The acquisition of English as a second language. In K. Spangenberg-Urbschat & R. Pritchard (Eds.), Kids come in all languages: Reading instruction for ESL students (pp. 36–61). Newark, DE: International Reading Association.

    Google Scholar 

  • Flick, L., & Lederman, N. (Eds.). (2006). Scientific inquiry and nature of science: Implications for teaching, learning, and teacher education. Dordrecht, The Netherlands: Kluwer.

    Google Scholar 

  • Fullan, M. (2001). The new meaning of educational change. New York: Teachers College Press.

    Google Scholar 

  • Fuller, M. L. (1994). The monocultural graduate in the multicultural environment: A challenge for teacher educators. Journal of Teacher Education, 45(4), 269–277.

    Article  Google Scholar 

  • Garcia, E. (1999). Student cultural diversity: Understanding and meeting the challenge (2nd ed.). Boston, MA: Houghton Mifflin.

    Google Scholar 

  • Garcia, E. (2002). Student cultural diversity: Understanding and meeting the challenge (3rd ed.). Boston, MA: Houghton Mifflin.

    Google Scholar 

  • Gibbons, B. A. (2003). Supporting elementary science education for English learners: A constructivist evaluation instrument. The Journal of Educational Research, 96(6), 371–380.

    Article  Google Scholar 

  • Glesne, C. (2006). Becoming qualitative researchers: An introduction (3rd ed.). New York: Pearson Education, Inc.

    Google Scholar 

  • Gonzalez, N., Moll, L., & Amanti, C. (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Gonzalez, N., Moll, L., Tenery, M., Rivera, A., Rendon, P., Gonzales, R., et al. (1995). Funds of knowledge for teaching in Latino households. Urban Education, 29(4), 443–470.

    Article  Google Scholar 

  • Haberman, M. (1991). The pedagogy of poverty versus good teaching. Phi Delta Kappan, 73(4), 290–294.

    Google Scholar 

  • Haberman, M. (1995). Star teachers of children in poverty. Indianapolis, IN: Kappa Delta Pi.

    Google Scholar 

  • Horizon Research, Inc. (2005). Local systemic change classroom observation protocol. Retrieved August, 2005 from http://www.horizon-research.com.

  • Howard, T. (2001). Telling their side of the story: African American students’ perceptions of culturally relevant teaching. The Urban Review, 33(2), 131–149.

    Article  Google Scholar 

  • Johnson, C. C. (2006). Effective professional development and change in practice: Barriers teachers encounter and implications for reform. School Science and Mathematics, 106(3), 1–12.

    Google Scholar 

  • Johnson, C. C. (2007). Whole school collaborative professional development and science teacher change: Signs of success. Journal of Science Teacher Education, 18(4), 629–662.

    Article  Google Scholar 

  • Johnson, C. C., Kahle, J. B., & Fargo, J. D. (2007). A study of sustained, whole school professional development on student achievement in science. Journal of Research in Science Teaching, 44(6), 775--786.

    Article  Google Scholar 

  • Keys, C. W., & Bryan, L. A. (2000). Coconstructing inquiry-based science with teachers: Essential research for lasting reform. Journal of Research in Science Teaching, 38(6), 631–645.

    Article  Google Scholar 

  • Kozol, J. (1991). Savage inequalities: Children in America’s schools. New York: Crown.

    Google Scholar 

  • Kozol, J. (2005). The shame of the nation: The restoration of Apartheid schooling in America. New York: Crown.

    Google Scholar 

  • Krajcik, J. S., Blumenfeld, P. C., Marx, R. W., & Soloway, E. (1994). A collaborative model for helping middle grade science teachers learn project-based instruction. The Elementary School Journal, 94(5), 483–496.

    Article  Google Scholar 

  • Ladson-Billings, G. (1994). The dream keepers: Successful teachers of African American children. San Francisco: Jossey-Bass.

    Google Scholar 

  • Lee, O. (2004). Teacher change in beliefs and practices in science and literacy instruction with English Language Learners. Journal of Research in Science Teaching, 41(1), 65–93.

    Article  Google Scholar 

  • Lee, O., & Fradd, S. (1998). Science for all, including students from non-English-language backgrounds. Educational Researcher, 27(4), 12–21.

    Google Scholar 

  • Lee, O., & Fradd, S. H. (2001). Instructional congruence to promote science learning and literacy development for linguistically diverse students. In D. R. Lavoie & W. M. Roth (Eds.), Models of science teacher preparation (pp. 109–126). AA Dordrecht, The Netherlands: Kluwer.

    Google Scholar 

  • Lee, O., Luykx, L, Buxton, C., & Shaver, A. (2009). The challenge of altering elementary school teachers’ beliefs and practices regarding linguistic and cultural diversity in science instruction (in press).

  • Lipman, P. (1995). “Bringing out the best in them”: The contribution of culturally relevant teachers to educational reform. Theory into Practice, 34(3), 202–208.

    Google Scholar 

  • Loucks-Horsley, S., Hewson, P. W., Love, N., & Stiles, K. (1998). Designing professional development for teachers of mathematics and science. Thousand Oaks, CA: Corwin Press.

    Google Scholar 

  • Loucks-Horsley, S., & Matsumoto, C. (1999). Research on professional development for teachers of mathematics and science: The state of the scene. School Science and Mathematics, 99(5), 258–271.

    Article  Google Scholar 

  • Lynch, S. (2001). Science for all is not equal to one size fits all: Linguistic and cultural diversity and science education reform. Journal of Research in Science Teaching, 38(5), 622–627.

    Article  Google Scholar 

  • Lynch, S., Kuipers, J., Pyke, C., & Szesze, M. (2005). Examining the effects of a highly-rated science curriculum unit on diverse students: Results from a planning grant. Journal of Research in Science Teaching, 42(8), 912–946.

    Article  Google Scholar 

  • Marx, S. (2003). Entanglements of altruism, whiteness, and deficit thinking: White preservice teachers working with urban Latinos. Educators for Urban Minorities, 2(2), 41–56.

    Google Scholar 

  • Marx, S. (2006). Revealing the invisible: Confronting passive racism in teacher education. New York: Routledge Press.

    Google Scholar 

  • McCandless, E., Rossi, R., & Doherty, S. (1997). Are limited English proficiency (LEP) students being taught by teachers with LEP training? (pp. 97–907). Washington, DC: U.S. Department of Education, National Center for Education Statistics, U.S. Government Printing Office.

    Google Scholar 

  • McChesney, J. (1998). Whole-school reform. ERIC Digest, 124. (ERIC Document Reproduction Service No. ED 427 388).

  • McLaren, P. (2003). Life in schools: An introduction to critical pedagogy in the foundations of education (4th ed.). Boston: Allyn & Bacon.

    Google Scholar 

  • National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.

    Google Scholar 

  • National Center for Education Statistics. (2003a). The condition of education 2003 in brief. U.S. Department of Education, Institute of Education Sciences. Retrieved June 26, 2006, from http://nces.ed.gov/pubs2003/2003068.pdf.

  • National Center for Education Statistics. (2003b). Overview of public elementary and secondary schools and districts: School year 2001–02: Statistical analysis report. Washington, DC: Lee McGraw Hoffman. Retrieved June 26, 2006, from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2003411.

  • National Center for Education Statistics. (2006). The condition of education 2006 in brief. U.S. Department of Education, Institute of Education Sciences. Retrieved June 26, 2006, from http://nces.ed.gov/pubs2006/2006072.pdf.

  • Pew Hispanic Center. (November 11, 2005). Latinos more likely than Blacks, Whites to attend the largest public high schools, according to new Pew Hispanic Center report. Retrieved June 21, 2006, from http://pewhispanic.org/newsroom/releases/release.php?ReleaseID=36.

  • Rodríguez, A., & Kitchen, R. S. (Eds.). (2005). Preparing prospective mathematics and science teachers to teach for diversity: Promising strategies for transformative action. Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Settlage, J., & Meadows, L. (2002). Standards-based reform and its unintended consequences: Implications for science education within America’s urban schools. Journal of Research in Science Teaching, 39(2), 114–127.

    Article  Google Scholar 

  • Stoddart, T., Pinal, A., Latzke, M., & Canaday, D. (2002). Integrating inquiry science and language development for English Language Learners. Journal of Research in Science Teaching, 39(8), 664–687.

    Article  Google Scholar 

  • Supovitz, J. A., & Turner, H. M. (2000). The effects of professional development on science teaching practices and classroom culture. Journal of Research in Science Teaching, 37(9), 963–980.

    Article  Google Scholar 

  • Swaffield, S. (2004). Critical friends: Supporting leadership, improving learning. Improving Schools, 7(3), 267–278.

    Article  Google Scholar 

  • Valdes, G. (2001). Learning and not learning English. New York: Teachers College Press.

    Google Scholar 

  • Valencia, R. R. (Ed.). (1997). The evolution of deficit thinking: Educational thought and practice. London: Falmer Press.

    Google Scholar 

  • Valencia, R. R., & Black, M. (2002). “Mexican Americans don’t value education!” On the basis of the myth, myth-making, debunking. Journal of Latinos in Education, 1(2), 81–103.

    Article  Google Scholar 

  • Valenzuela, A. (1999). Subtractive schooling. Albany, NY: State University of New York Press.

    Google Scholar 

  • VanDriel, J. H., Beijaard, D., & Verloop, N. (2001). Professional development and reform in science education: The role of teachers’ practical knowledge. Journal of Research in Science Teaching, 38(2), 137–158.

    Article  Google Scholar 

  • Wojnowski, B. S., Bellamy, M. L., & Cooke, S. (2003). A review of literature on the mentoring and induction of beginning teachers with an emphasis on the retention and renewal of science teachers. In J. Rhoton & P. Bowers (Eds.), Science teacher retention: Mentoring and renewal (pp. 23–33). Arlington, VA: NSTA Press.

    Google Scholar 

  • Wolcott, H. F. (1994). Transforming qualitative data: Description, analysis, and interpretation. Thousand Oaks, CA: Sage.

    Google Scholar 

  • Wong, H. K., & Wong, R. T. (2005). The first days of school: How to be an effective teacher. Mountain View, CA: Harry K. Wong Publications, Inc.

    Google Scholar 

  • Wright, J. C., & Wright, C. S. (2000). A commentary on the profound changes envisioned by the national science standards. Teachers College Record, 100(1), 122–143.

    Google Scholar 

Download references

Acknowledgments

The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant number R305A090145 to The University of Cincinnati.

Author information

Authors and Affiliations

  1. Science Education, University of Cincinnati, P.O. Box 210022, Cincinnati, OH, 45221, USA

    Carla C. Johnson

  2. Secondary Education, Utah State University, 2815 Old Main Hill, Logan, UT, 84322, USA

    Sherry Marx

Authors
  1. Carla C. Johnson
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Sherry Marx
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Carla C. Johnson.

Additional information

The opinions expressed are those of the authors and do not represent views of the U.S. Department of Education.

Appendix

Appendix

July 2005, Prior to Intervention

Interview Questions UTQ

  1. 1.

    How long have you been teaching science? In this school?

  2. 2.

    What is your bachelors degree in? Your masters degree?

  3. 3.

    How did you decide to become a science teacher?

  4. 4.

    Why did you decide to teach in the Ogden school district?

  5. 5.

    Tell me about your students….

  6. 6.

    What are some of the strengths of your students?

  7. 7.

    What are some of the challenges your students face in and out of the classroom?

  8. 8.

    What are the biggest challenges you face in teaching science to diverse urban students in Ogden?

  9. 9.

    Do you see your Latino students as being different/having different needs than other students in your classes?

  10. 10.

    How important do you think it is for teachers to learn about the different cultures and backgrounds of their students?

  11. 11.

    How is a good science education going to benefit your students in their lives?

  12. 12.

    Do you believe parental support is important and what kind of support do your students have at home?

  13. 13.

    To what extent are parents involved in the school?

  14. 14.

    What are some of the areas you feel you need support in to teach science effectively to all students?

Interview Protocol Fall 2005, Fall 2006

  1. 1.

    What can you tell me about your students this year?

  2. 2.

    What were your initial beliefs of using inquiry before this program?

  3. 3.

    So then, how has participating in the program impacted those beliefs?

  4. 4.

    How do you think your teaching practices have changed as a result of this program?

  5. 5.

    What is your goal for your science instruction?

  6. 6.

    When would you say you began to buy into this program?

  7. 7.

    What aspects or activities of the program have been the most helpful and which would you think need improvement?

  8. 8.

    Do you believe the learning environment in your class and school has improved over the past year?

  9. 9.

    Why is change often hard for teachers?

  10. 10.

    What are fears or concerns relating to using inquiry?

  11. 11.

    When I say there is a crisis in science education today, what does that mean to you?

  12. 12.

    Okay, finish this sentence. If I could teach science without district and testing, I would….

  13. 13.

    How do you think kids learn science and how does this compare to how you teach science?

  14. 14.

    Describe how district events impact your job as a teacher?

  15. 15.

    How could administration support you more?

  16. 16.

    The three main things that I need help with or would like to learn more about this year are what?

About this article

Cite this article

Johnson, C.C., Marx, S. Transformative Professional Development: A Model for Urban Science Education Reform. J Sci Teacher Educ 20, 113–134 (2009). https://doi.org/10.1007/s10972-009-9127-x

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10972-009-9127-x

Keywords

Search

Navigation