This paper examines recommendations by the National Research Council for a framework for Science Professional Developrnent along with other compilations of recommended strategies that emerged in the literature in the late 1990s, That research formed the basis for a successfu1 proposal to the National Science Foundation to work with five large school districts (85 K-5 schools) in the Pikes Peak region of Celorado on a long term systemic effort to impact K-5 teaching behaviors and consequent impact on student achievement. The paper summarizes two studies, the first that examined aspects of the prDfessional development model implemented by the project, Science [[bacher Enhancement PrQject unifying the Pikes Peak region (STEP-uP). Elfect sizes were low but significant on student achievernent in reading, writing and mathematics, The second study examined key elements of professional development along with levels of teachers' implementation of more active teaching strategies and student achievement in reading, writing, mathematics and science. We argue that sound professional development, followed with actual teacher implementation of active learning leads to substantial gains (up to 1.8 effect size in science) in student learning in fifth grade students when those students have been taught by teachers in grades 2-5 who participated in particular aspects of STEP-uR The paper cencludes with a discussion of emerging recommendations for professiona1 development that must be in place if we wish to impact student learning

This chapter complements a recent chapter in To Improve the Academy by Mooney and Reder (2008) that discusses the distinctive features and challenges of faculty development at small and liberal arts colleges. As a continuation and expansion of that more conceptual discussion, we aim to convey practical strategies for relatively new faculty developers at small institutions with incipient programs. The suggestions offered in this chapter are grounded in our experiences as faculty developers at liberal arts colleges and developed through numerous national conference presentations and conversations with colleagues in the field over the past decade. Although our recommendations are particularly salient for faculty developers working in a small college setting, our ideas should be applicable across institutional types.

The most important finding from this study is that if one adheres to the guidelines from the literature on staff development and educational change, teachers can and will change their teaching behaviors. It is very easy, however, to underestimate the time and resources required to implement change in schools. Even a seemingly simple change such as increasing use of educational computing, which teachers can implement in their individual classrooms without an overhaul of schools, is immensely complex and difficult. Helping teachers and schools change requires a systematic effort, with intensive on-going support over a period of three or more years. Science educators, school leaders, and the public must learn that school improvement is not an event but a continual process of renewal and refinement.

School Science and MathematicsVolume 91, Issue 6 p. 247-254 A Curriculum for Preparing Science Teachers to Use Microcomputers James D. Ellis, James D. Ellis Biological Sciences Curriculum Study Colorado Springs, Colorado 80903Search for more papers by this authorPaul J. Kuerbis, Paul J. Kuerbis Department of Education The Colorado College Colorado Springs, Colorado 80903Search for more papers by this author James D. Ellis, James D. Ellis Biological Sciences Curriculum Study Colorado Springs, Colorado 80903Search for more papers by this authorPaul J. Kuerbis, Paul J. Kuerbis Department of Education The Colorado College Colorado Springs, Colorado 80903Search for more papers by this author First published: October 1991 https://doi.org/10.1111/j.1949-8594.1991.tb12092.xCitations: 7AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume91, Issue6October 1991Pages 247-254 RelatedInformation

Journal of Research in Science TeachingVolume 26, Issue 5 p. 463-463 Forthcoming ArticleFree Access Forthcoming articles First published: May 1989 https://doi.org/10.1002/tea.3660260511AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume26, Issue5May 1989Pages 463-463 RelatedInformation

A National Science Foundation grant to the Biological Sciences Curriculum Study (BSCS) at The Colorado College supported the design and production of training materials to encourage literacy of science teachers in the use of microcomputers. ENLIST Micros is based on results of a national needs assessment that identified 22 compentencies needed by K–12 science teachers to use microcomputers for instruction. A writing team developed the 16‐hour training program in the summer of 1985, and field‐test coordinators tested it with 18 preservice or in‐service groups during the 1985–86 academic year at 15 sites within the United States. The training materials consist of video programs, interactive computer disks for the Apple II series microcomputer, a training manual for participants, and a guide for the group leader. The experimental materials address major areas of educational computing: awareness, applications, implementation, evaluation, and resources. Each chapter contains activities developed for this program, such as viewing video segments of science teachers who are using computers effectively and running commercial science and training courseware. Role playing and small‐group interaction help the teachers overcome their reluctance to use computers and plan for effective implementation of microcomputers in the school. This study examines the implementation of educational computing among 47 science teachers who completed the ENLIST Micros training at a southern university. We present results of formative evaluation for that site. Results indicate that both elementary and secondary teachers benefit from the training program and demonstrate gains in attitudes toward computer use. Participating teachers said that the program met its stated objectives and helped them obtain needed skills. Only 33 percent of these teachers, however, reported using computers one year after the training. In June 1986, the BSCS initiated a follow up to the ENLIST Micros curriculum to develop, evaluate, and disseminate a complete model of teacher enhancement for educational computing in the sciences. In that project, we use the ENLIST Micros curriculum as the first step in a training process. The project includes seminars that introduce additional skills: It contains provisions for sharing among participants, monitors use of computers in participants' classrooms, provides structured coaching of participants' use of computers in their classrooms, and offers planned observations of peers using computers in their science teaching.

AUTHOR Ellis, James D.; Kuerbis, Paul J. TITLE A Model for Implementing Microcomputers in Science Teaching. SPONS AGENCY National Science Foundation, Washington, D.C. PUB DATE 88 GRANT NSF-MDR-8470061 NOTE 51p.; Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (61st, Lake of the Ozarks, MO, April 10-13, 1988). PUB TYPE Reports Research/Technical (143) -Speeches /Conference Papers (150) -Tests/Evaluation Instruments (160)