A University/School Partnership Leading to Student Content Gain and Teacher Instructional Change
University professors collaborated with a fifth grade science teacher to implement a mixed method study that investigated the effectiveness of a collaboratively developed planning model on fifth grade student science knowledge gain and the impact of coaching on teacher instructional change. For one school year, from the fall through the spring semester, the teacher implemented the planning model and was coached twice monthly by the professors. The research questions were: (1) what is the effect of the science planning model on fifth grade student science content gain on students receiving the treatment and those not receiving the treatment?; (2) what is the effect of the science planning model on fifth grade at-risk student science content gain and other fifth grade student science content gain when both groups receive the treatment?; and (3) what kind of change occurs in instructional delivery when content experts collaborate with and coach a fifth grade classroom science teacher? Science instruction integrating reading and writing strategies enhanced science knowledge gains of at-risk students. Coaching a teacher through the implementation of a planning model shifted instruction from teacher-centered to student-centered and placed the construction of science knowledge onto the students.
Gresham, Gloria J. Dr., "A University/School Partnership Leading to Student Content Gain and Teacher Instructional Change" (2011). Faculty Publications. Paper 4.