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About GIsML Instruction |
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The GIsML Project > Professional Development
Professional Development
The following table lists the questions and contexts in which we have focused our studies relative to professional development in science. It also lists research papers that resulted from these studies.
What are the Principles and Outcomes of a Community of Practice model of Professional Development?
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Context |
Research Design |
Papers |
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Design of GIsML Community of Practice (CoP) |
Theoretical analysis |
Palincsar, A. S., Magnusson, S. J., Ford, D. J., Marano, N, & Brown, N. (1998). Design principles informing and emerging from the GIsML community: A community of practice concerned with guided inquiry science teaching. Teaching and Teacher Education, 14(1), 5-19. |
What is the Relationship Between Activity Settings and Teacher Learning in a Community of Practice?
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Context |
Research Design |
Papers |
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Beginning activities of the GIsML CoP |
Hermeneutical analysis |
Marano, N. (2000). Teacher Learning: Collaborations Within and Across Three Professional Development Activity Settings. (Doctoral dissertation, University of Michigan, 2000). Dissertation Abstracts International. |
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Activity prior to Year 3 of the GIsML CoP |
Interactional ethnography |
Cutter, J. (2000). Supporting inclusion in challenging science instruction through case-based vignette conversations (Scholarly paper, University of Michigan, 2000). |
What Develops from Sustained, Multiyear Professional Development Project?
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Context |
Research Design |
Papers |
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The First Three Years of the GIsML CoP |
Case study |
Brown, N. (in progress). Teacher Learning in Sustained, Multi-Year Professional Development Framed By a Guided Inquiry Orientation to Teaching Science (Doctoral dissertation, University of Michigan, in progress). Dissertation Abstracts International. |