Doctoral Dissertations

Date of Award

8-1995

Degree Type

Dissertation

Degree Name

Doctor of Education

Major

Educational Administration

Major Professor

E. Grady Bogue

Committee Members

George Harris Jr., Gerald Ubben, Rich Metzger

Abstract

The purpose of this study was to provide a basis for the formulation of policies and programs for the professional development of middle grade science teachers. This was accomplished by assessing the professional development perceptions of science teachers in grades six through eight in the Chattanooga Public Schools and the Hamilton County Department of Education. The study also yields suggestions for higher education to strengthen undergraduate and graduate teacher preparation programs for middle grade science teachers.

The major findings of this study are as follows:1. The current supply of qualified science teachers is shrinking in Hamilton County.2. The greatest need for content knowledge is in the areas of space sciences and the physical sciences.3. The greatest topical need for teacher professional development is the integration of technology into the classroom. This was closely followed by the need for updates in availability of science teaching resources, science curriculum, and science teaching methods and strategies.4. Teachers feel that their preservice teacher preparation only marginally prepared them to teach science in the middle grades.5. Most teachers feel confident in their ability to teach science in the middle grades, except for their ability to organize and operate science labs.6. Teachers prefer professional development activities which give them the opportunity to collaborate with their colleagues, both within and outside the school.7. Teachers express a need for all types of up-to-date teaching resources such as specific content materials, idea books, activity books, computer software, etc..8. Among the variables examined, the primary significant differences in perceptions investigated in this study was attributed to elementary teachers who are required to teach science outside of their teaching perceived specialty.9. There were no overall trends readily apparent that would indicate that any one variable analyzed would require separate treatment.10. The study indicates that it would be beneficial to have a Science Coordinator, as a resource person, available in the central office.11. Finally, colleges and universities need to work more closely with the public schools in addressing teacher preparation and continuing professional development needs.

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