Show simple item record

dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorKnight, Ann Elizabethen
dc.date.accessioned2017-03-16T14:13:01Z
dc.date.available2017-03-16T14:13:01Z
dc.date.issued2016en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/10064en
dc.description.abstractElementary science educators in Katy Independent School District voiced concerns that there simply is not enough time to participate in professional development. Teachers claimed district-provided trainings are not convenient to their busy schedules, courses and times are limited, content is lacking, and the level of instruction is superficial because presentation time is inadequate. The purpose of this action research project was to provide meaningful inquiry science professional development over an extended period of time. Elementary science teachers voluntarily participated in this four week action research project. The treatment consisted of a blended learning model which incorporated the use of an online learning platform along with traditional face-to-face professional development. Each week, participants worked at their own pace and completed assignments which focused on strengthening elementary inquiry science skills. Teachers were afforded opportunities to collaborate with fellow classmates using the online discussion board and at meetings. Teachers' beliefs regarding professional growth, collaboration, and self-efficacy for learning about and implementing inquiry science were measured throughout the treatment. Results from this action research project prove teachers received significant benefits from participation in a blended professional model where peer collaboration is encouraged. This qualitative study verified participation in a flipped professional development course does provide teachers time and flexibility to learn about inquiry science and collaborate with peers.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshElementary school teachers.en
dc.subject.lcshCareer development.en
dc.subject.lcshBlended learning.en
dc.titleFlipping elementary professional development : providing time and flexibility to learn inquiry scienceen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2016 by Ann Elizabeth Knighten
thesis.degree.committeemembersMembers, Graduate Committee: Peggy Taylor (chairperson); Eric Brunsell; Marcie Reuer.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage80en
mus.relation.departmentIntercollege Programs for Science Education.en_US


Files in this item

Thumbnail
Thumbnail

This item appears in the following Collection(s)

Show simple item record