Primary Advisor/Dissertation Chair
Secondary Advisor/Reader One
This capstone research study was motivated by a desire to find ways to narrow the relationship gap between scientists and educators by creating avenues for cross communication for both professional communities to access each other. The overall purpose of this qualitative multiple case study was to look at innovative teacher professional development programs at biological field stations to inform the future development and facilitation of science teacher professional development programming. The study included questionnaires, interviews, and site visits to four field stations across America collecting data based on innovative criteria. New themes for facilitating innovative teacher professional development emerged including: create scientist identity in teachers, leverage master and veteran teachers in program design, build and foster ongoing communities of practice, take care of your people to encourage participation by all involved, embrace the place through placebased science investigations, and find the stories in the data through analysis and understanding.
Field Study, Focus Group, Observation, Multi-case study
Johnson, Sarah Rose, "Case Studies of Innovative Science Teacher Professional Development Programming at Biological Field Stations" (2016). School of Education Student Capstones and Dissertations. 4153.