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Creators/Authors contains: "Szopiak, Mike"

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  1. ; ; ; ; (, American Educational Research Association)
    We investigate how collaborative structures within and across grade levels can influence teachers' understanding of student learning trajectories across K-8 science and how teachers align their instruction with the NGSS using vertically aligned and culturally relevant storylines of natural phenomena. The Professional Learning Community (PLC) model also relies on software tools to collect classroom artifacts reflecting instruction and student thinking. We analyze how participation in this type of PLC structure influences teacher planning, practice, and self-efficacy by comparing teacher and student survey responses before and after participation. We find promising evidence of statistically significant increases in teachers’ self-efficacy, the relevance of collaboration between teachers across grade levels, and students’ exposure to science practices. 
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