In 2004 we became actively involved in the planning and implementation of a series of professional development (PD) activities that focused on newly developed middle school science immersion units that span a 4–6 week teaching period. The participants were all inservice teachers working in the school district near our university. We served as the science education experts on the 8th grade and the 7th grade leadership/facilitation (L/F) teams respectively. The L/F teams included a science expert (SE) from the district and the local district (due to the large number of students, the district is divided into a number of local districts), a practicing lead science teacher (ST) who had implemented the unit successfully at the classroom level, a science faculty (SF) expert from the university, an expert in science PD from outside the area, and the science education faculty (SEdF). The goal of each L/F team was to provide inservice teachers with the best PD on how to use inquiry-based approach to science instruction in the middle school classrooms.
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Moscovici, H., Osisioma, I. (2009). Resolving Issues of Cultural Discontinuity in Co-facilitation of Professional Development Activities. In: Wieseman, K.C., Weinburgh, M.H. (eds) Women’s Experiences in Leadership in K-16 Science Education Communities. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-2239-4_7
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