Science Teaching Reform Through Professional Development: Teachers’ Use of a Scientific Classroom Discourse Community Model

This report outlines a 2-year investigation into how secondary science teachers used professional development (PD) to build scientific classroom discourse communities (SCDCs). Observation data, teacher, student, and school demographic information were used to build a hierarchical linear model. The length of time that teachers received PD was the exclusive predictor of change over time, whereas a schools’ percentage of low socioeconomic students...