Term

Summer 7-7-2016

Capstone

Thesis

Degree Name

MAED: NSEE

Primary Advisor/Dissertation Chair

Trish Harvey

Secondary Advisor/Reader One

Arin Trook

Peer-Reviewer/Reader Two

Mathieu Brown

Abstract

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.

Research Methodology

Field Study, Focus Group, Observation, Multi-case study

Keywords

Science, Staff Development, Teachers/ Teaching, Field-based Science Education

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