Most field-test teachers report curriculum-based professional learning prepared them for distinctive OpenSciEd pedagogy, with mixed results on standards beliefs¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? More than 70% of high school field-test teachers said the PL workshops prepared them to implement distinctive aspects of OpenSciEd pedagogy. → McElhaney 2024

Evidence¶

McElhaney 2024¶

McElhaney, K. W., & Kamdar, D. (2024). Updated summary and synthesis of OpenSciEd research [White paper]. Digital Promise. https://doi.org/10.51388/20.500.12265/231

q2 · i? · review · r2

The review reports, citing Watkins and Penuel (2023), self-report surveys from more than 300 high school teachers who field tested biology, chemistry, or physics units and received up to six intensive PL workshops. No effect sizes are printed.

"more than 70% of teachers said the field test PL workshops prepared them to implement distinctive aspects of OpenSciEd pedagogy"

Discussion¶

Related Claims¶

• Professional learning and other teacher supports are perceived as foundational, addressing root causes of many OpenSciEd practitioner challenges across adoption, enactment, and assessment. — related
• Elementary teachers were more likely than high school teachers to report that standards-related professional development had extensive impact on their teaching practices — related
• Professional learning experiences shift teachers' beliefs away from traditional views toward practice-based science and increase implementation confidence, with gains leveling off after initial workshops — related
• Professional learning opportunities are strongly related to teachers' use of standards-aligned instructional practices in math and science — related
• One teacher shifted testing and preparation practices after the student conversations, reportedly resulting in improvements on tests — related
• Lasting pedagogical change is more likely when teachers try out strategies, receive feedback, and iteratively improve across multiple workshops — related
• The study demonstrates the need for particular instructional supports, including differentiated expertise-building opportunities and addressing teacher beliefs about computational-model construction — related
• Field testing the Persuasion across Time and Space unit changed teachers' beliefs about ELL students' capabilities — related