A Comparative Case Analysis of Rural Science Teachers' Experiences with Professional Learning.
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| Title: | A Comparative Case Analysis of Rural Science Teachers' Experiences with Professional Learning. |
|---|---|
| Authors: | Glidewell, Loraine1 loraine.glidewell@colorado.edu, Jacobs, Jennifer2 jennifer.jacobs@colorado.edu, Allen, Anna-Ruth3 annaruth.allen@colorado.edu, Penuel, William4 william.penuel@colorado.edu, Lo, Abraham S.5 alo@bscs.org |
| Source: | Rural Educator. Summer2025, Vol. 46 Issue 3, p43-59. 17p. |
| Subject Terms: | *Rural education, *Science teachers, *Test design, *Educators, *Teacher development, *Professional employee training, *Case method (Teaching), *Next Generation Science Standards (Education) |
| Geographic Terms: | United States |
| Abstract: | This article presents a comparative case analysis of three U.S. rural science teachers who participated in an online course focused on designing assessments aligned with the Framework for K-12 Science Education and the Next Generation Science Standards (NGSS). Data from surveys, designed assessments, classroom observations, and interviews were used to investigate and compare these rural teachers' experiences before, during, and after the course. This article describes the variations among rural science teachers in their local teaching contexts, relevant prior experiences, and how they engaged in and learned from professional development. The case study teachers entered the course with differences in their knowledge and professional learning opportunities related to the NGSS as well as in the degree to which they were connected with other science educators in their community or state. However, findings showed that all these teachers drew resourcefully on social and material supports provided by the course and made large shifts in their designed assessments. In some cases, teachers' beliefs and practices changed as well. This study highlights the unique backgrounds of each teacher and the variation in their growth trajectories, as they entered and exited the course in different places along their journey toward gaining expertise in science assessment. We argue that professional learning opportunities for rural science teachers should be designed to leverage and support the breadth of assets and needs that vary between distinct rural communities. [ABSTRACT FROM AUTHOR] |
| Copyright of Rural Educator is the property of National Rural Education Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 187011393 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A Comparative Case Analysis of Rural Science Teachers' Experiences with Professional Learning. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Glidewell%2C+Loraine%22">Glidewell, Loraine</searchLink><relatesTo>1</relatesTo><i> loraine.glidewell@colorado.edu</i><br /><searchLink fieldCode="AR" term="%22Jacobs%2C+Jennifer%22">Jacobs, Jennifer</searchLink><relatesTo>2</relatesTo><i> jennifer.jacobs@colorado.edu</i><br /><searchLink fieldCode="AR" term="%22Allen%2C+Anna-Ruth%22">Allen, Anna-Ruth</searchLink><relatesTo>3</relatesTo><i> annaruth.allen@colorado.edu</i><br /><searchLink fieldCode="AR" term="%22Penuel%2C+William%22">Penuel, William</searchLink><relatesTo>4</relatesTo><i> william.penuel@colorado.edu</i><br /><searchLink fieldCode="AR" term="%22Lo%2C+Abraham+S%2E%22">Lo, Abraham S.</searchLink><relatesTo>5</relatesTo><i> alo@bscs.org</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Rural+Educator%22">Rural Educator</searchLink>. Summer2025, Vol. 46 Issue 3, p43-59. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Rural+education%22">Rural education</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+teachers%22">Science teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Test+design%22">Test design</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Professional+employee+training%22">Professional employee training</searchLink><br />*<searchLink fieldCode="DE" term="%22Case+method+%28Teaching%29%22">Case method (Teaching)</searchLink><br />*<searchLink fieldCode="DE" term="%22Next+Generation+Science+Standards+%28Education%29%22">Next Generation Science Standards (Education)</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This article presents a comparative case analysis of three U.S. rural science teachers who participated in an online course focused on designing assessments aligned with the Framework for K-12 Science Education and the Next Generation Science Standards (NGSS). Data from surveys, designed assessments, classroom observations, and interviews were used to investigate and compare these rural teachers' experiences before, during, and after the course. This article describes the variations among rural science teachers in their local teaching contexts, relevant prior experiences, and how they engaged in and learned from professional development. The case study teachers entered the course with differences in their knowledge and professional learning opportunities related to the NGSS as well as in the degree to which they were connected with other science educators in their community or state. However, findings showed that all these teachers drew resourcefully on social and material supports provided by the course and made large shifts in their designed assessments. In some cases, teachers' beliefs and practices changed as well. This study highlights the unique backgrounds of each teacher and the variation in their growth trajectories, as they entered and exited the course in different places along their journey toward gaining expertise in science assessment. We argue that professional learning opportunities for rural science teachers should be designed to leverage and support the breadth of assets and needs that vary between distinct rural communities. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Rural Educator is the property of National Rural Education Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=187011393 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.55533/2643-9662.1529 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 43 Subjects: – SubjectFull: Rural education Type: general – SubjectFull: Science teachers Type: general – SubjectFull: Test design Type: general – SubjectFull: Educators Type: general – SubjectFull: Teacher development Type: general – SubjectFull: Professional employee training Type: general – SubjectFull: Case method (Teaching) Type: general – SubjectFull: Next Generation Science Standards (Education) Type: general – SubjectFull: United States Type: general Titles: – TitleFull: A Comparative Case Analysis of Rural Science Teachers' Experiences with Professional Learning. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Glidewell, Loraine – PersonEntity: Name: NameFull: Jacobs, Jennifer – PersonEntity: Name: NameFull: Allen, Anna-Ruth – PersonEntity: Name: NameFull: Penuel, William – PersonEntity: Name: NameFull: Lo, Abraham S. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Summer2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 0273446X Numbering: – Type: volume Value: 46 – Type: issue Value: 3 Titles: – TitleFull: Rural Educator Type: main |
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