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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
Language: English
Authors: Loraine Glidewell, Jennifer Jacobs, Anna-Ruth Allen, William Penuel, Abraham S. Lo
Source: Rural Educator. 2025 46(3):43-59.
Availability: National Rural Education Association. e-mail: theruraleducator@gmail.com; Web site: https://scholarsjunction.msstate.edu/ruraleducator/
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Sponsoring Agency: National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
Contract Number: 2010086
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Elementary Secondary Education
Junior High Schools
Middle Schools
Secondary Education
High Schools
Descriptors: Rural Schools, Science Teachers, Science Education, Comparative Analysis, Teacher Attitudes, Standards, Teacher Surveys, Online Courses, Faculty Development, Prior Learning, Educational Change, Educational Practices, Educational Needs, Alignment (Education), Middle School Students, High School Students, Social Networks
ISSN: 0273-446X
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.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1481220
Database: ERIC
FullText Links:
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  Availability: 0
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  Data: A Comparative Case Analysis of Rural Science Teachers' Experiences with Professional Learning
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Loraine+Glidewell%22">Loraine Glidewell</searchLink><br /><searchLink fieldCode="AR" term="%22Jennifer+Jacobs%22">Jennifer Jacobs</searchLink><br /><searchLink fieldCode="AR" term="%22Anna-Ruth+Allen%22">Anna-Ruth Allen</searchLink><br /><searchLink fieldCode="AR" term="%22William+Penuel%22">William Penuel</searchLink><br /><searchLink fieldCode="AR" term="%22Abraham+S%2E+Lo%22">Abraham S. Lo</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Rural+Educator%22"><i>Rural Educator</i></searchLink>. 2025 46(3):43-59.
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  Data: National Rural Education Association. e-mail: theruraleducator@gmail.com; Web site: https://scholarsjunction.msstate.edu/ruraleducator/
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  Data: 19
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  Data: 2025
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
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  Data: 2010086
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Rural+Schools%22">Rural Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Standards%22">Standards</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Surveys%22">Teacher Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Prior+Learning%22">Prior Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Needs%22">Educational Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Alignment+%28Education%29%22">Alignment (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Networks%22">Social Networks</searchLink>
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– Name: Abstract
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  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.
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  Data: As Provided
– Name: DateEntry
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  Data: 2025
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  Label: Accession Number
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  Data: EJ1481220
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1481220
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 43
    Subjects:
      – SubjectFull: Rural Schools
        Type: general
      – SubjectFull: Science Teachers
        Type: general
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Standards
        Type: general
      – SubjectFull: Teacher Surveys
        Type: general
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Prior Learning
        Type: general
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Educational Needs
        Type: general
      – SubjectFull: Alignment (Education)
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Social Networks
        Type: general
    Titles:
      – TitleFull: A Comparative Case Analysis of Rural Science Teachers' Experiences with Professional Learning
        Type: main
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            NameFull: Loraine Glidewell
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            NameFull: Jennifer Jacobs
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            NameFull: Anna-Ruth Allen
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            NameFull: William Penuel
      – PersonEntity:
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            NameFull: Abraham S. Lo
    IsPartOfRelationships:
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              M: 01
              Type: published
              Y: 2025
          Identifiers:
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              Value: 0273-446X
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            – TitleFull: Rural Educator
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