Date of Award
Spring 2023
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Kristin Harbour
Abstract
This Mixed-Method Action Research study aimed to implement an extended Project-Based Learning professional development series with middle school science teachers. The professional development series took place during the teachers’ Communities of Practice, offering them high-quality support, active participation, and content-specific conversations.
The study collected data on (a) changes in teachers’ attitudes toward in-district professional development, (b) teachers’ perceptions of students’ 21st-century skills, and (c) changes in science teacher self-efficacy. Findings from this study add to the growing body of research indicating the need to offer teachers content-specific, supportive, and extended professional development opportunities. Additionally, the findings of this study indicate that teachers using Project-Based Learning in middle school science classrooms perceived an increase in their students’ use of 21st-century skills.
Rights
© 2023, Margrett Caroline Upchurch-Ford
Recommended Citation
Upchurch-Ford, M. C.(2023). The Impact of Extended Professional Development in Project-Based Learning on Middle School Science Teachers. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/7332