Professional Development

How can museums help teachers with the NGSS?

Released in 2013, the Next Generation Science Standards have the potential to revolutionize science education in the United States, requiring a very different way of thinking about learning and teaching science. Now is the opportune moment to prepare teachers for these new approaches to science instruction and classroom assessment and introduce them to the types of curriculum resources needed to implement the NGSS successfully. What are these teaching resources and professional development needs?

Author/Presenter: 
Jim Short
Year: 
2014
Short Description: 

This article describes the role of museums in supporting schools and teachers in addressing the demands of the NGSS.

Preparing new science teachers for high-need schools

In 2012, the American Museum of Natural History (AMNH) in New York City launched the Master of Arts in Teaching (MAT) Urban Residency Program. The AMNH recruits Earth science majors from across the United States who are motivated to teach in high-need schools in New York State. Developing a teacher preparation program from scratch is a tall order, and the museum is learning a tremendous amount from its pilot effort.

Kinzler, R. & Macdonald, M. (2014, January-February). Preparing new science teachers for high-need schools. Dimensions Magazine, 27.

Author/Presenter: 
Rosamond Kinzler
Maritza Macdonald
Year: 
2014
Short Description: 

In 2012, the American Museum of Natural History (AMNH) in New York City launched the Master of Arts in Teaching (MAT) Urban Residency Program. Developing a teacher preparation program from scratch is a tall order, and the museum is learning a tremendous amount from its pilot effort.

A balancing act in third space: Graduate-level earth science in an urban teacher-residency program

This article describes a museum-based urban teacher-residency (UTR) program's approach to building subject-specific content knowledge and research experience in Earth Science teacher candidates. In the museum-based program, graduate-level science courses and research experiences are designed and implemented specifically for the UTR by active Earth and Space research scientists that account for almost half of the program's faculty.

Author/Presenter: 
N. Alex Zirakparvar
Year: 
2015
Short Description: 

This article describes a museum-based urban teacher-residency (UTR) program's approach to building subject-specific content knowledge and research experience in Earth Science teacher candidates.

Informal science institutions and learning to teach: An examination of identity, agency, and affordances

Informal science education institutions play an important in the public understanding of science and, because of this are well-positioned to positively impact science teacher education. Informal science institutions (ISIs) have a range of affordances that could contribute to learner-centered science teacher identity development. This article describes research from a clinical experience in a museum where teacher candidates engaged visitors in learning dialogs around objects on a moveable cart in an exhibit.

Author/Presenter: 
Jennifer D. Adams
Preeti Gupta
Year: 
2015
Short Description: 

This article describes research from a clinical experience in a museum where teacher candidates engaged visitors in learning dialogs around objects on a moveable cart in an exhibit. We describe how working in informal settings and learning to use the affordances of that setting supports aspiring teachers to connect theory to practice in ways that developed Spielraum in that is student-centered, responsive to the needs of learners, and allows for the imagination future selves and classrooms that are conducive to maintaining these identities.

Breaking Dichotomies: Learning to Be a Teacher of Science in Formal and Informal Settings

This chapter examines the affordances of museum resources in informal settings and how they shape science teacher identity. More specifically, this chapter discusses how residents learning how to teach in school settings leverage experiences of learning to teach in museum settings. 

Gupta, P., Trowbridge, C., & Macdonald, M. (2016). Breaking dichotomies: Learning to be a teacher of science in formal and informal settings. In L. Avraamidou & W. M. Roth (Eds.), Intersections of formal and informal science (pp. 178-188).New York, NY: Routledge.

Author/Presenter: 
Lucy Avraamidou
Wolff-Michael Roth
Year: 
2016
Short Description: 

This chapter examines the affordances of museum resources in informal settings and how they shape science teacher identity.

Examining the Impact of Lesson-Analysis Based Teacher Education and Professional Development across Methods Courses, Student Teaching, and Induction

Author/Presenter: 
Christopher Wilson
Molly Stuhlsatz
Connie Hvidsten
Betty Stennett
Lead Organization(s): 
Year: 
2017
Short Description: 

Presentation on ViSTA at the 2017 NARST conference in San Antonio, Texas. The ViSTA Plus project is a multi-year preservice teacher education program for elementary teachers that spans the methods course, student teaching, and the first year of teaching.

Emerging Design Principles for Online and Blended Teacher Professional Development in K-12 STEM Education

2017 CADRE Fellows

Between February and September 2017, awardees representing 11 projects participated in a series of activities designed to elicit and form consensus around emerging design principles for online and blended teacher PD programs in K–12 STEM education. The resulting principles are organized and presented around three themes: 

Author/Presenter: 
CADRE
Year: 
2017
Short Description: 

Following the launch of Spotlight on Online & Blended Professional Development (PD), CADRE convened awardees representing 11 DRK-12 projects in a series of activities designed to elicit and form consensus around emerging design principles for online and blended teacher PD programs. The resulting principles are presented in a new report.

The Leaders Handbook for the Practicum Academy to Improve Science Education (PRACTISE)

This handbook provides detailed information on how to conduct a series of research-based professional learning sessions focused on helping elementary classroom teachers to facilitate science argumentation with their students. Each session is 2-3 hours long and focuses on topics such as:

Author/Presenter: 
Emily Weiss
Craig Strang
Year: 
2017
Short Description: 

The Practicum Academy to Improve Science Education (PRACTISE) is a professional learning program to support scientific argumentation in grades 3-5. This handbook provides detailed information on how to conduct a series of research-based professional learning sessions focused on helping elementary classroom teachers to facilitate science argumentation with their students.

If You Build It, Will They Reflect? Examining Teachers’ Use of an Online Video-based Learning Website

Many teachers use online professional development websites, but little is known about what teachers actually learn from them. This study explored teacher use of an online video-based learning website with over 37,000 members. It used web analytics to study user selection of video resources and coding of website commentary to analyze teacher responses to videos. The results indicated that teachers commonly view video clips designed for immediate use rather than reflection and respond to videos by evaluating the pedagogy positively.

Author/Presenter: 
Meg S. Bates
Lena Phalen
Cheryl Moran
Year: 
2016
Short Description: 

Many teachers use online professional development websites, but little is known about what teachers actually learn from them. This study explored teacher use of an online video-based learning website with over 37,000 members.

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