caa a22 4500 445319879 CHVBK 20180317142700.0 cr unu---uuuuu 170323e20110401xx s 000 0 eng 10.1007/s10972-011-9229-0 doi (NATIONALLICENCE)springer-10.1007/s10972-011-9229-0 Exploring a Model of Situated Professional Development: Impact on Classroom Practice [Elektronische Daten] [Jonathan Singer, Christine Lotter, Robert Feller, Harry Gates] A hallmark of current science education reform involves teaching through inquiry. However, the widespread use of inquiry-based instruction in many classrooms has not occurred (Roehrig and Luft in Int J Sci Educ 26:3-24, 2004; Schneider et al. in J Res Sci Teach 42:283-312, 2005). The purpose of this study was to investigate the impact of a professional development program on middle school science teachers' ability to enact inquiry-based pedagogical practices. Data were generated through evaluation of teacher practice using the Reformed Teaching Observation Protocol (RTOP) (Sawada et al. in School Sci Math 102:245-253, 2002) at three distinct junctures, before, during, and after the professional development treatment. Analysis of teacher-participant post-institute reflections was then utilized to determine the perceived role of the various institute components. Statistical significant changes in RTOP scores indicated that the teachers were able to successfully transfer the enactment of the inquiry-based practices into their classrooms. The subsequent discussion provides connection between these pedagogical changes with use of professional development strategies that provide a situated learning environment. The Association for Science Teacher Education, USA, 2011 Professional development nationallicence Middle school nationallicence Inquiry nationallicence Controlled practice nationallicence Singer Jonathan Department of Education, University of Maryland, Baltimore County, Academic IV, A wing, Room 418, 1000 Hilltop Circle, 21250, Baltimore, MD, USA aut Lotter Christine Department of Instruction and Teacher Education, College of Education, University of South Carolina, 820 S. Main Street, 29208, Columbia, SC, USA aut Feller Robert Center for Science Education, University of South Carolina, 29208, Columbia, SC, USA aut Gates Harry School District Five of Lexington and Richland Counties, 1020 Dutch Fork Road, 29063, Irmo, SC, USA aut Journal of Science Teacher Education Springer Netherlands 22/3(2011-04-01), 203-227 1046-560X 22:3<203 2011 22 10972 https://doi.org/10.1007/s10972-011-9229-0 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10972-011-9229-0 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Singer Jonathan Department of Education, University of Maryland, Baltimore County, Academic IV, A wing, Room 418, 1000 Hilltop Circle, 21250, Baltimore, MD, USA aut NATIONALLICENCE 700 1- Lotter Christine Department of Instruction and Teacher Education, College of Education, University of South Carolina, 820 S. Main Street, 29208, Columbia, SC, USA aut NATIONALLICENCE 700 1- Feller Robert Center for Science Education, University of South Carolina, 29208, Columbia, SC, USA aut NATIONALLICENCE 700 1- Gates Harry School District Five of Lexington and Richland Counties, 1020 Dutch Fork Road, 29063, Irmo, SC, USA aut NATIONALLICENCE 773 0- Journal of Science Teacher Education Springer Netherlands 22/3(2011-04-01), 203-227 1046-560X 22:3<203 2011 22 10972 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer