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"https://www.academia.edu/login?post_login_redirect_url=https%3A%2F%2Fwww.academia.edu%2F83580953%2FMulti_Year_Professional_Development_Grounded_in_Educative_Curriculum_Focused_on_Integrating_Technology_With_Reformed_Science_Teaching_Principles%3Fshow_translation%3Dtrue"; window.loswp.previewableAttachments = [{"id":88878474,"identifier":"Attachment_88878474","shouldShowBulkDownload":false}]; window.loswp.shouldDetectTimezone = true; window.loswp.shouldShowBulkDownload = true; window.loswp.showSignupCaptcha = false window.loswp.willEdgeCache = false; window.loswp.work = {"work":{"id":83580953,"created_at":"2022-07-22T22:08:15.481-07:00","from_world_paper_id":211109780,"updated_at":"2024-11-23T22:30:24.458-08:00","_data":{"publisher":"Wiley-Blackwell","grobid_abstract":"Visions of science teaching and learning in the newest U.S. standards documents are dramatically different than those found in most classrooms. This research addresses these differences through closely examining one professional development (PD) project that connects teacher learning and teacher practice with student learning/achievement. This study examines the effects on eighth grade science teachers and their students in the context of a PD focused on the integration of information communication technologies and reformed science teaching practices. Findings from this investigation suggest that teachers who participated in PD for two years learned more about technology, improved their practice, and their students' achievement was significantly higher compared to teachers who participated in one year of the PD or non-participating peers. Science educators face multiple challenges as they attempt to deliver instruction in fundamentally different ways than what they experienced as learners. The delivery of this professional learning suggest that PD for science teachers should include educative learning experiences if understandings of reforms supported by research are to be realized.","publication_date":"2016,,","publication_name":"School Science and Mathematics","grobid_abstract_attachment_id":"88878474"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Multi-Year Professional Development Grounded in Educative Curriculum Focused on Integrating Technology With Reformed Science Teaching Principles","broadcastable":false,"draft":null,"has_indexable_attachment":true,"indexable":true,"seo_quality":null}}["work"]; window.loswp.workCoauthors = [42510933]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "control"; window.loswp.useOptimizedScribd4genScript = false; window.loginModal = {}; window.loginModal.appleClientId = 'edu.academia.applesignon'; 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This research addresses these differences through closely examining one professional development (PD) project that connects teacher learning and teacher practice with student learning/achievement. This study examines the effects on eighth grade science teachers and their students in the context of a PD focused on the integration of information communication technologies and reformed science teaching practices. Findings from this investigation suggest that teachers who participated in PD for two years learned more about technology, improved their practice, and their students' achievement was significantly higher compared to teachers who participated in one year of the PD or non-participating peers. Science educators face multiple challenges as they attempt to deliver instruction in fundamentally different ways than what they experienced as learners. The delivery of this professional learning suggest that PD for science teachers should include educative learning experiences if understandings of reforms supported by research are to be realized.</p></div></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="114224498" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/114224498/Teacher_learning_in_technology_professional_development_and_its_impact_on_student_achievement_in_science">Teacher learning in technology professional development and its impact on student achievement in science</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="42510933" href="https://independent.academia.edu/MaxLonghurst">Max Longhurst</a></div><p class="ds-related-work--metadata ds2-5-body-xs">International Journal of Science Education, 2017</p><p class="ds-related-work--abstract ds2-5-body-sm">This research investigated teacher learning and teacher beliefs in a two-year technology professional development (TPD) for teachers and its impact on their student achievement in science in the western part of the United States. Middle-school science teachers participated in TPD focused on information communication technologies (ICTs) and their applications in science inquiry pedagogy. Three self-reporting teacher instruments were used alongside their student achievement scores on the end-of-year state-science-test. The teacher self-reporting measures investigated technological literacy, ICT capabilities, and pedagogical beliefs about science inquiry pedagogy. Data were collected every year, and descriptive statistics, t-tests, and Pearson's correlations were used for analysis. We found teachers' technological skills and ICT capabilities increasing over time with significant gains each year. Additionally, teachers' pedagogical beliefs changed to become more science inquiry oriented over time; however, the gains were not significant until after the second year of TPD. Comparisons of teacher learning and belief measures with student achievement revealed that the students' performance was correlated to teachers' pedagogical beliefs about science inquiry, but not to their technological skills nor to their ICT capabilities. This research suggests that pedagogical considerations should be foregrounded in TPD and that this may require more longitudinal TPD to ensure that technology integration in science instruction is consequential to student learning.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Teacher learning in technology professional development and its impact on student achievement in science","attachmentId":110978171,"attachmentType":"pdf","work_url":"https://www.academia.edu/114224498/Teacher_learning_in_technology_professional_development_and_its_impact_on_student_achievement_in_science","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/114224498/Teacher_learning_in_technology_professional_development_and_its_impact_on_student_achievement_in_science"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="21408584" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/21408584/Technologies_and_Reformed_Based_Science_Instruction_The_Examination_of_a_Professional_Development_Model_Focused_on_Supporting_Science_Teaching_and_Learning_with_Technologies">Technologies and Reformed-Based Science Instruction: The Examination of a Professional Development Model Focused on Supporting Science Teaching and Learning with Technologies</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="42476337" href="https://independent.academia.edu/DanCoster">Dan Coster</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="42510933" href="https://independent.academia.edu/MaxLonghurst">Max Longhurst</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Science Education and Technology, 2015</p><p class="ds-related-work--abstract ds2-5-body-sm">While access to computers, other technologies, and cyber-enabled resources that could be leveraged for enhancing student learning in science is increasing, generally it has been found that teachers use technology more for administrative purposes or to support traditional instruction. This use of technology, especially to support traditional instruction, sits in opposition to most recent standards documents in science education that call for student involvement in evidence-based sense-making activities. Many see technology as a potentially powerful resource that is reshaping society and has the potential to do the same in science classrooms. To consider the promise of technology in science classrooms, this research investigated the impact of a professional development project focused on enhancing teacher and student learning by using information and communication technologies (ICTs) for engaging students in reformed-based instruction. More specifically, these findings revealed positive teacher outcomes with respect to reformedbased and technology supported instruction and increased ICT and new literacies skills. When considering students, the findings revealed positive outcomes with respect to ICT and new literacies skills and student achievement in science.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Technologies and Reformed-Based Science Instruction: The Examination of a Professional Development Model Focused on Supporting Science Teaching and Learning with Technologies","attachmentId":41857357,"attachmentType":"docx","work_url":"https://www.academia.edu/21408584/Technologies_and_Reformed_Based_Science_Instruction_The_Examination_of_a_Professional_Development_Model_Focused_on_Supporting_Science_Teaching_and_Learning_with_Technologies","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/21408584/Technologies_and_Reformed_Based_Science_Instruction_The_Examination_of_a_Professional_Development_Model_Focused_on_Supporting_Science_Teaching_and_Learning_with_Technologies"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="72815228" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/72815228/Professional_Development_for_Middle_School_Science_Teachers_Does_an_Educative_Curriculum_Make_a_Difference">Professional Development for Middle School Science Teachers: Does an Educative Curriculum Make a Difference?</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="43023313" href="https://uwf.academia.edu/JenniferMesa">Jennifer C Stark</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Science Teacher Education</p><p class="ds-related-work--abstract ds2-5-body-sm">Teacher professional development (PD) is central to the realization of the current reform efforts in science education. In this qualitative study, we investigated how educative curriculum materials supported middle school science teachers' learning within the context of a comprehensive PD program focused on the enactment of a reform-based science curriculum. Over a 5year period, we conducted interviews and collected artifacts from formal courses and complementary project activities. Our analysis revealed that the educative curriculum materials facilitated continued science learning, shaped and scaffolded teachers' pedagogical practices, and extended the PD while the teachers were immersed in the act of teaching. Furthermore, the interrelated project activities along with the involvement of school and district administrators offered the teachers ongoing support and provided multiple opportunities to develop, reinforce, and extend their understanding of the science content, teaching practices, and principles of the curriculum. Our findings have practical implications for the role of educative curriculum materials within the context of comprehensive PD for science teachers.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Professional Development for Middle School Science Teachers: Does an Educative Curriculum Make a Difference?","attachmentId":81591638,"attachmentType":"pdf","work_url":"https://www.academia.edu/72815228/Professional_Development_for_Middle_School_Science_Teachers_Does_an_Educative_Curriculum_Make_a_Difference","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/72815228/Professional_Development_for_Middle_School_Science_Teachers_Does_an_Educative_Curriculum_Make_a_Difference"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="21434115" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/21434115/An_Examination_of_the_Changes_in_Science_Teaching_Orientations_and_Technology_Enhanced_Tools_for_Student_Learning_in_the_Context_of_Professional_Development">An Examination of the Changes in Science Teaching Orientations and Technology-Enhanced Tools for Student Learning in the Context of Professional Development</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="42618799" href="https://independent.academia.edu/LarryWolf1">Larry Wolf</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="42510933" href="https://independent.academia.edu/MaxLonghurst">Max Longhurst</a></div><p class="ds-related-work--metadata ds2-5-body-xs">International Journal of Science Education, 2014</p><p class="ds-related-work--abstract ds2-5-body-sm">This research examines how science teaching orientations and beliefs about technology-enhanced tools change over time in professional development (PD). The primary data sources for this study came from learning journals of 8 eighth grade science teachers at the beginning and conclusion of a year of PD. Based on the analysis completed, Information Transmission (IT) and Struggling with Standards-Based Reform (SSBR) profiles were found at the beginning of the PD, while SSBR and Standards-Based Reform (SBR) profiles were identified at the conclusion of PD. All profiles exhibited Vision I beliefs about the goals and purposes for science education, while only the SBR profile exhibited Vision II goals and purposes for science teaching. The IT profile demonstrated naïve or unrevealed beliefs about the nature of science, while the SSBR and SBR profiles had more sophisticated beliefs in this area. The IT profile was grounded in more teachercentered beliefs about science teaching and learning as the other two profiles revealed more student-centered beliefs. While no beliefs about technology-enhanced tools were found for the IT profile, these were found for the other two profiles. Our findings suggest promising implications for (a) Roberts' Vision II as a central support for reform efforts, (b) situating technologyenhanced tools within the beliefs about science teaching and learning dimension of science teaching orientations, and (c) revealing how teacher orientations develop as a result of PD.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"An Examination of the Changes in Science Teaching Orientations and Technology-Enhanced Tools for Student Learning in the Context of Professional Development","attachmentId":41872239,"attachmentType":"pdf","work_url":"https://www.academia.edu/21434115/An_Examination_of_the_Changes_in_Science_Teaching_Orientations_and_Technology_Enhanced_Tools_for_Student_Learning_in_the_Context_of_Professional_Development","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/21434115/An_Examination_of_the_Changes_in_Science_Teaching_Orientations_and_Technology_Enhanced_Tools_for_Student_Learning_in_the_Context_of_Professional_Development"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="80562371" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/80562371/Factors_influencing_teacher_appropriation_of_professional_learning_focused_on_the_use_of_technology_in_science_classrooms">Factors influencing teacher appropriation of professional learning focused on the use of technology in science classrooms</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="42510933" href="https://independent.academia.edu/MaxLonghurst">Max Longhurst</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Teacher Development, 2017</p><p class="ds-related-work--abstract ds2-5-body-sm">Understanding factors that impact teacher implementation of learning from professional development is critical in order to maximize the educational and financial investment in teacher professional learning. This multi-case qualitative investigation elucidates factors that influence the appropriation of instructional tools associated with professional development focused on technology within science classrooms using activity theory as a theoretical framework. This framework has the capacity to account for multiple elements in professional learning. Implementation variability associated with professional development adoption drives this inquiry to search for better understandings of the appropriation of pedagogical practices. Purposeful sampling was used to identify four participants from a group of science teachers engaged in professional development designed to investigate how cyber-enabled technologies might enhance instruction and learning in eighth-grade science classrooms. The data from this investigation add to the literature of appropriation of instructional practices by connecting the conceptual and practical dispositions of teachers with an appropriation hierarchy.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Factors influencing teacher appropriation of professional learning focused on the use of technology in science classrooms","attachmentId":86902787,"attachmentType":"pdf","work_url":"https://www.academia.edu/80562371/Factors_influencing_teacher_appropriation_of_professional_learning_focused_on_the_use_of_technology_in_science_classrooms","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/80562371/Factors_influencing_teacher_appropriation_of_professional_learning_focused_on_the_use_of_technology_in_science_classrooms"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="97286679" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/97286679/Science_Education_Professional_Development_for_Primary_Elementary_Teachers_A_tale_of_two_systems">Science Education Professional Development for Primary/Elementary Teachers: A tale of two systems</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="32337761" href="https://uark.academia.edu/ShawnBell">Shawn Bell</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Science Education International, 2018</p><p class="ds-related-work--abstract ds2-5-body-sm">This paper reports on the illuminatory and exploratory phase of a study into how two educational systems are interconnecting content, policy, and teaching practice into science professional development (PD). New Zealand implemented a new curriculum in 2007 for full implementation in 2010, which should have altered how science was delivered in primary classrooms. New Zealand, however, began limited PD in science education in 2012. The state of Arkansas in the United States of America endorsed the Next Generation Science Standards in 2015, adopted the new Arkansas K-4 Science Standards in 2016 and Years 5–8 in 2017. Arkansas, however, began its science PD in 2015. Through face-to-face discussions during PD sessions, this study investigated how the teachers were experiencing PD explicitly based on the interconnections of content, policy, and practice. The results of this first phase highlight how due to their participation in PD, teachers in both Arkansas and New Zealand are now talkin...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Science Education Professional Development for Primary/Elementary Teachers: A tale of two systems","attachmentId":98949128,"attachmentType":"pdf","work_url":"https://www.academia.edu/97286679/Science_Education_Professional_Development_for_Primary_Elementary_Teachers_A_tale_of_two_systems","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/97286679/Science_Education_Professional_Development_for_Primary_Elementary_Teachers_A_tale_of_two_systems"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="92050886" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/92050886/Examining_features_of_how_professional_development_and_enactment_of_educative_curricula_influences_elementary_science_teacher_learning">Examining features of how professional development and enactment of educative curricula influences elementary science teacher learning</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="3392603" href="https://fsu.academia.edu/SSoutherland">Sherry A . Southerland</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Research in Science Teaching, 2018</p><p class="ds-related-work--abstract ds2-5-body-sm">This research examines factors influencing elementary science teacher learning as they participate in professional development with and enactment of educative curricula in comparison with learning following limited professional development and enactment of traditional curricula. Using a randomized cluster design (125 teachers and 2,694 students in 4th-5th grades) that met the What Works Clearinghouse standards without reservations, teacher learning was conceptualized using four outcomes. Data were analyzed using standard single-level multiple regression models and possible mediation models for the teacher outcomes were considered using piecewise multiple regression and path analytic approaches. Treatment group teachers experienced greater increases in content knowledge, views of science inquiry, beliefs about reform-based teaching, and teaching self-efficacy than comparison group teachers. The findings indicate that what teachers learn from the combination of professional development and teaching with educative curriculum varies according to what their knowledge and beliefs are on entering the experience. Surprisingly, high entry-level self-efficacy was associated not only with lower learning gains for the teachers, but also for their students. Finally, teachers' space science learning and that of their students are implicated as mediators of the positive effect of the professional development and educative curriculum enactment on teacher beliefs about reform science teaching. This work refines and extends a theoretical framework of teachers' participatory relationship with curricula.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Examining features of how professional development and enactment of educative curricula influences elementary science teacher learning","attachmentId":95165217,"attachmentType":"pdf","work_url":"https://www.academia.edu/92050886/Examining_features_of_how_professional_development_and_enactment_of_educative_curricula_influences_elementary_science_teacher_learning","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/92050886/Examining_features_of_how_professional_development_and_enactment_of_educative_curricula_influences_elementary_science_teacher_learning"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="120286434" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/120286434/Teachers_Practice_a_Decade_After_an_Extensive_Professional_Development_Program_in_Science_Education">Teachers’ Practice a Decade After an Extensive Professional Development Program in Science Education</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="88066902" href="https://technion.academia.edu/TaliTal">Tali Tal</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Research in Science Education, 2016</p><p class="ds-related-work--abstract ds2-5-body-sm">Science teachers are expected to teach in innovative ways that are different from their long experience as students. Professional development programs are planned to help teachers' development, yet, there is little knowledge of the long-term effects of professional development programs (PDPs), and especially on actual practice. The purpose of this study is to gain a longterm perspective of the ways in which the process and outcomes of a reform-oriented, extended PDP are expressed in science teachers' practice. Data sources included interviews and documents. The study presents four case studies of the practices of junior high school science teachers (grades 7-9) in Israel, with respect to a past PDP in which they took part a decade ago. The cases are presented in pairs of a leader and a follower. Each case details the teacher's work context, sustained implementation, coherence of tools and approaches, and adaptations. All four teachers shared the view that scientific skills are important to their students as learners in a changing world. All four teachers adopted one or two major approaches, which were the PDP's main focus. In addition, the two leaders adopted two more approaches. The teachers were still using many strategies associated with the major foci of the PDP. The level of enactment and modifications of the strategies varied. Usability of innovations is discussed in relation to the teachers' context. We suggest that science teachers' professional development include the ability to adapt the innovation to their teaching context in order to sustain the changes for a long period of time.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Teachers’ Practice a Decade After an Extensive Professional Development Program in Science Education","attachmentId":115486935,"attachmentType":"pdf","work_url":"https://www.academia.edu/120286434/Teachers_Practice_a_Decade_After_an_Extensive_Professional_Development_Program_in_Science_Education","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/120286434/Teachers_Practice_a_Decade_After_an_Extensive_Professional_Development_Program_in_Science_Education"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="116009631" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/116009631/Learning_Science_for_Teaching_Effects_of_Professional_Development_on_Elementary_Teachers_Classrooms_and_Students">Learning Science for Teaching: Effects of Professional Development on Elementary Teachers, Classrooms, and Students</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="64700628" href="https://independent.academia.edu/KirstenDaehler">Kirsten Daehler</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Society For Research on Educational Effectiveness, 2010</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Learning Science for Teaching: Effects of Professional Development on Elementary Teachers, Classrooms, and Students","attachmentId":112258960,"attachmentType":"pdf","work_url":"https://www.academia.edu/116009631/Learning_Science_for_Teaching_Effects_of_Professional_Development_on_Elementary_Teachers_Classrooms_and_Students","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/116009631/Learning_Science_for_Teaching_Effects_of_Professional_Development_on_Elementary_Teachers_Classrooms_and_Students"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="27521869" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/27521869/A_Collaborative_Model_of_Science_Teacher_Professional_Development">A Collaborative Model of Science Teacher Professional Development</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="51447699" href="https://independent.academia.edu/CoSEP">Co. SEP</a></div><p class="ds-related-work--abstract ds2-5-body-sm">A goal for most science teachers is to promote students’ ability and desire to use scientific information outside of the classroom. The realization of this goal, however, requires not only a general understanding of scientific concepts, but also an understanding of how scientific data and claims are generated. Our team of project scientists and science educators worked with highly skilled high school teachers in a novel professional development program to test hypotheses regarding the association between teaching about how ecological scientists gather evidence and students’ broader understanding of the Nature of Science (NOS). In particular, we sought to work with a small group of master teachers to develop a curricular framework for an ecology focused nature of science (ENOS) and associated assessments to determine the extent to which students are able meet framework related goals. To do so, we focused on students’ interactions with ecologists and ecological data, and on embedded rubric-based assessments. Teachers were given sole responsibility for addressing the framework within their curricula. Additionally, teachers were asked to conduct an evaluation of the materials they used and to design means by which these materials could be shared with other teachers. Here we describe a novel professional development opportunity, including the partnerships with scientists, and provide evidence regarding the association between this opportunity and changes in teacher practices. Although this work has been conducted with a small number of teachers, the results have implications for future professional development efforts, collaborations with scientists, and the teaching of ENOS.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"A Collaborative Model of Science Teacher Professional Development","attachmentId":47777188,"attachmentType":"pdf","work_url":"https://www.academia.edu/27521869/A_Collaborative_Model_of_Science_Teacher_Professional_Development","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/27521869/A_Collaborative_Model_of_Science_Teacher_Professional_Development"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":88878474,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":88878474,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_88878474" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. You can download the paper by clicking the button above.</p></div></div></div></div><div class="ds-sidebar--container js-work-sidebar"><div class="ds-related-content--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="0" data-entity-id="53728314" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/53728314/Science_Professional_Development_with_Teachers_Nurturing_the_Scientist_Within">Science Professional Development with Teachers: Nurturing the Scientist Within</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="26218056" href="https://independent.academia.edu/RobertBlair3">Robert Blair</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline 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data-collection-position="1" data-entity-id="47087961" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/47087961/Teacher_Perceptions_of_Their_Curricular_and_Pedagogical_Shifts_Outcomes_of_a_Project_Based_Model_of_Teacher_Professional_Development_in_the_Next_Generation_Science_Standards">Teacher Perceptions of Their Curricular and Pedagogical Shifts: Outcomes of a Project-Based Model of Teacher Professional Development in the Next Generation Science Standards</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="656933" href="https://ets.academia.edu/DeniseBressler">Denise Bressler</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Frontiers in Psychology</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" 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href="https://www.academia.edu/47087961/Teacher_Perceptions_of_Their_Curricular_and_Pedagogical_Shifts_Outcomes_of_a_Project_Based_Model_of_Teacher_Professional_Development_in_the_Next_Generation_Science_Standards"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="2" data-entity-id="116009636" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/116009636/Title_Learning_Science_for_Teaching_Effects_of_Professional_Development_on_Elementary_Teachers_Classrooms_and_Students_Author_s_">Title: Learning Science for Teaching: Effects of Professional Development on Elementary Teachers, Classrooms, and Students Author(s)</a><div class="ds-related-work--metadata"><a 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