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Evaluating Pedagogical Practices in Science Classrooms: A Randomized Controlled Trial Study on Teacher Virtual Professional Development with Virtual Mentoring and Coaching

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Title: Evaluating Pedagogical Practices in Science Classrooms: A Randomized Controlled Trial Study on Teacher Virtual Professional Development with Virtual Mentoring and Coaching
Language: English
Authors: Rafael Lara-Alecio (ORCID 0000-0001-5007-3580), Beverly J. Irby (ORCID 0000-0002-3560-2381), Fuhui Tong (ORCID 0000-0003-0555-892X), Kara L. Sutton-Jones (ORCID 0000-0001-8071-748X), Cindy L. Guerrero (ORCID 0000-0002-9968-6684), Shifang Tang (ORCID 0000-0002-5351-4684), Huiwen Pang (ORCID 0000-0002-3951-6050)
Source: International Electronic Journal of Elementary Education. 2024 16(4):479-494.
Availability: International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Peer Reviewed: Y
Page Count: 16
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Science Education, Science Instruction, Teaching Methods, Science Teachers, Faculty Development, Computer Mediated Communication, Mentors, Coaching (Performance), Educational Practices, Randomized Controlled Trials, Elementary School Teachers, Time Management, Instructional Improvement, Classroom Observation Techniques
Geographic Terms: Texas
ISSN: 1307-9298
Abstract: In this randomized control study, we evaluated science teachers' pedagogical practices via classroom observations following ongoing, intensive, and structured instructional support sessions. These sessions included virtual professional development (VPD) and virtual mentoring and coaching (VMC) that accompanied a literacy-infused science curriculum. Using a low-inference observational instrument, we explored the direct impact of VPD and VMC on fifth-grade science teachers' observed time allocation in a randomized controlled trial (RCT) validation study. The observations were collected three times during science instruction from 121 teachers in 68 schools from 35 public school districts in the U.S. state of Texas, during the 2017-2018 school year. Preliminary findings revealed pedagogical differences in time allocation among teachers between treatment and control classrooms. We identified improved instructional practices within treatment classrooms, which suggests the intervention had a positive effect by enhancing the quality of pedagogy as well as the content-area instruction in science.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1434777
Database: ERIC
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  Data: Evaluating Pedagogical Practices in Science Classrooms: A Randomized Controlled Trial Study on Teacher Virtual Professional Development with Virtual Mentoring and Coaching
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  Data: <searchLink fieldCode="AR" term="%22Rafael+Lara-Alecio%22">Rafael Lara-Alecio</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5007-3580">0000-0001-5007-3580</externalLink>)<br /><searchLink fieldCode="AR" term="%22Beverly+J%2E+Irby%22">Beverly J. Irby</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3560-2381">0000-0002-3560-2381</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fuhui+Tong%22">Fuhui Tong</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0555-892X">0000-0003-0555-892X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kara+L%2E+Sutton-Jones%22">Kara L. Sutton-Jones</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8071-748X">0000-0001-8071-748X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cindy+L%2E+Guerrero%22">Cindy L. Guerrero</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9968-6684">0000-0002-9968-6684</externalLink>)<br /><searchLink fieldCode="AR" term="%22Shifang+Tang%22">Shifang Tang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5351-4684">0000-0002-5351-4684</externalLink>)<br /><searchLink fieldCode="AR" term="%22Huiwen+Pang%22">Huiwen Pang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3951-6050">0000-0002-3951-6050</externalLink>)
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  Data: International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
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  Data: <searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Coaching+%28Performance%29%22">Coaching (Performance)</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Randomized+Controlled+Trials%22">Randomized Controlled Trials</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Management%22">Time Management</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Improvement%22">Instructional Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Observation+Techniques%22">Classroom Observation Techniques</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink>
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  Data: In this randomized control study, we evaluated science teachers' pedagogical practices via classroom observations following ongoing, intensive, and structured instructional support sessions. These sessions included virtual professional development (VPD) and virtual mentoring and coaching (VMC) that accompanied a literacy-infused science curriculum. Using a low-inference observational instrument, we explored the direct impact of VPD and VMC on fifth-grade science teachers' observed time allocation in a randomized controlled trial (RCT) validation study. The observations were collected three times during science instruction from 121 teachers in 68 schools from 35 public school districts in the U.S. state of Texas, during the 2017-2018 school year. Preliminary findings revealed pedagogical differences in time allocation among teachers between treatment and control classrooms. We identified improved instructional practices within treatment classrooms, which suggests the intervention had a positive effect by enhancing the quality of pedagogy as well as the content-area instruction in science.
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  Data: EJ1434777
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      – Text: English
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        PageCount: 16
        StartPage: 479
    Subjects:
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Science Teachers
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Computer Mediated Communication
        Type: general
      – SubjectFull: Mentors
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      – SubjectFull: Coaching (Performance)
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      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Randomized Controlled Trials
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Time Management
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      – SubjectFull: Instructional Improvement
        Type: general
      – SubjectFull: Classroom Observation Techniques
        Type: general
      – SubjectFull: Texas
        Type: general
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      – TitleFull: Evaluating Pedagogical Practices in Science Classrooms: A Randomized Controlled Trial Study on Teacher Virtual Professional Development with Virtual Mentoring and Coaching
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