Case Study: Value-Added Benefit of Distance-Based Instructional Coaching on Science Teachers’ Inquiry Instruction in Rural Schools

Soon Chun Lee, Gwen Nugent, Gina M. Kunz, James Houston, Sue Ellen DeChenne-Peters

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

One major implication of the Next Generation Science Standards is the need to integrate inquiry and practice and incorporate engineering into science education. To support teachers’ change efforts in a time of heightened science, technology, engineering, and mathematics standards for all students, effective professional development (PD) is critical. However, rural schools face significant challenges in accessing PD. Distance-based instructional coaching (DBIC) has emerged as a potential solution for implementing highly interactive, sustainable models of teacher support in rural areas. The present study was conducted within a larger study that examined the efficacy of a summer PD with follow-up DBIC on rural teachers’ knowledge, self-efficacy, and classroom practice of a guided science inquiry instructional approach. This study drew on empirical data using an in-depth analysis of a single case with a rural middle school science teacher, “Kara,” whose unique teaching schedule allowed for an examination of changes in her science inquiry instructional practice. In the present study, Vygotsky space provided insight into the process of the teacher’s learning as appropriation, transformation, and publication through the events observed. Showing the impact of DBIC on teacher PD and for facilitating improved student outcomes, this study has potential implications for educational policy, pedagogical practice, and meeting nationwide educational standards. In addition, DBIC maintains the integrity of the coaching model while simultaneously enhancing the feasibility of coaching for rural or remote educational systems and schools.

Original languageEnglish (US)
Pages (from-to)179-199
Number of pages21
JournalJournal of Science Teacher Education
Volume29
Issue number3
DOIs
StatePublished - Apr 3 2018

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rural school
coaching
value added
instruction
teacher
science
engineering
educational policy
educational system
self-efficacy
integrity
rural area
student
mathematics
classroom
examination
event
Teaching
school
learning

Keywords

  • distance-based coaching
  • inquiry-based instruction
  • instructional coaching
  • science teacher education

ASJC Scopus subject areas

  • Education

Cite this

Case Study : Value-Added Benefit of Distance-Based Instructional Coaching on Science Teachers’ Inquiry Instruction in Rural Schools. / Lee, Soon Chun; Nugent, Gwen; Kunz, Gina M.; Houston, James; DeChenne-Peters, Sue Ellen.

In: Journal of Science Teacher Education, Vol. 29, No. 3, 03.04.2018, p. 179-199.

Research output: Contribution to journalArticle

Lee, Soon Chun ; Nugent, Gwen ; Kunz, Gina M. ; Houston, James ; DeChenne-Peters, Sue Ellen. / Case Study : Value-Added Benefit of Distance-Based Instructional Coaching on Science Teachers’ Inquiry Instruction in Rural Schools. In: Journal of Science Teacher Education. 2018 ; Vol. 29, No. 3. pp. 179-199.
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