Author Note: This project was sponsored by a grant from the National Science Foundation (Grant #0306156). The perspectives and findings shared in this manuscript, however, were constructed by the authors alone, and do not represent the position of the funding agency.
Using Prompted Praxis to Improve Teacher Professional Development in Culturally Diverse Schools
Version of Record online: 17 MAR 2010
2005 School Science and Mathematics Association
School Science and Mathematics
Volume 105, Issue 7, pages 352–362, November 2005
How to Cite
Rodriguez, A. J., Zozakiewicz, C. and Yerrick, R. (2005), Using Prompted Praxis to Improve Teacher Professional Development in Culturally Diverse Schools. School Science and Mathematics, 105: 352–362. doi: 10.1111/j.1949-8594.2005.tb18054.x
Alberto J. Rodriguez, Policy Studies in Language and Cross-Cultural Education, San Diego State University; Cathy Zozakiewicz, School of Teacher Education, San Diego State University; Randy Yerrick, School of Teacher Education, San Diego State University.
- Issue online: 17 MAR 2010
- Version of Record online: 17 MAR 2010
Recent science and teacher education reports continue to stress the need for radical changes in the way teachers are prepared to teach science to diverse learners. In response, a three-year intervention project was developed to help teachers in culturally diverse schools transform their science teaching practices using learning technologies. Many challenges arose that called for strategies to further manage the progress of the project. This paper describes how one of those strategies, “prompted praxis,” was used to manage two of the main challenges encountered, the teachers' following through with their professional development goals and our own sense of urgency to effect change.