The postdoctoral scholar joining this project will investigate the role of science teacher collaboration in designing, enacting, and analyzing rigorous curricular materials and instruction to support high school students’ learning of biology through engagement in productive science talk. The LCD-PD model is based on these characteristics and is currently being implemented alongside a more traditional model in which teachers work through curriculum before using it in instruction. This model called Learning through Participation (LTP) does not feature collaboration. The efficacy of both PD models for supporting teacher learning will be compared using mixed methods research to examine LCD and LTP teachers in terms of their 1) knowledge and beliefs around argumentation, the role of talk in learning, and their science epistemologies, 2) retention in the PD, 3) use of the targeted instructional materials, and 4) student learning. This project will be in its final year, as such the scholar will assist in analysis of data, writing, and dissemination of findings.
The scholar will be supported to engage in mixed methods research with a focus on qualitative analysis of video observations, interview data, and classroom artifacts. Further, the scholar will be supported to engage in writing for publication and sharing these findings at national and international conferences.
