Date of Award:
5-2015
Document Type:
Dissertation
Degree Name:
Doctor of Philosophy (PhD)
Department:
School of Teacher Education and Leadership
Committee Chair(s)
Suzanne H. Jones
Committee
Suzanne H. Jones
Committee
Todd Campbell
Committee
L. Joseph Matthews
Committee
Kimberly H. Lott
Committee
Daniel C. Coster
Abstract
Understanding factors that impact teacher utilization of learning from professional development is critical in order maximize the educational and financial investment in teacher professional learning. This study used a multicase mixed quantitative and qualitative methodology to investigate the factors that influence teacher adoption, adaption, or abandonment of learning from science teacher professional development. The theoretical framework of activity theory was identified as a useful way to investigate the phenomenon of teacher appropriation of pedagogical practices from professional development. This framework has the capacity to account for a multitude of elements in the context of a learning experience. In this study educational appropriation is understood through a continuum of how an educator acquires and implements both practical and conceptual aspects of learning from professional development within localized context. The variability associated with instructional changes made from professional development drives this inquiry to search for better understandings of the appropriation of pedagogical practices. Purposeful sampling was used to identify two participants from a group of eighth-grade science teachers engaged in professional development designed to investigate how cyber-enabled technologies might enhance instruction and learning in integrated science classrooms. The data from this investigation add to the literature of appropriation of instructional practices by connecting eight factors that influence conceptual and practical tools with the development of ownership of pedagogical practices in the appropriation hierarchy. Recommendations are shared with professional development developers, providers, and participants in anticipation that future science teaching experiences might be informed by findings from this study.
Checksum
22e2f5b9735320150b17954576d4d0a6
Recommended Citation
Longhurst, Max L., "Adoption, Adaptation, and Abandonment: Appropriation of Science Education Professional Development Learning" (2015). All Graduate Theses and Dissertations. 4236.
https://digitalcommons.usu.edu/etd/4236
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