A Science Lesson Plan Analysis Instrument for formative and summative program evaluation of a teacher education program

Christina L. Jacobs · Sonya Nichole Martin · Tracey Otieno

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Science Education and Pedagogy Teacher Education and Leadership Studies Teacher Education and Assessments

Abstract

Abstract In evaluating the success of teacher development programs, valid and scalable measures of teaching practice are needed. We have developed and validated the Science Lesson Plan Analysis Instrument (SLPAI) for quantitative evaluation of teacher‐generated multiday lesson plans. This paper presents the SLPAI as a complement to surveys and classroom observation, and demonstrates its use in 2 pilot studies. The SLPAI was used formatively to measure the teaching practices of incoming program cohorts and tailor program instruction. It was also used to track changes in teaching practice and pedagogical knowledge of participants over time, providing summative evidence of program effectiveness. © 2008 Wiley Periodicals, Inc. Sci Ed 92:1096–1126, 2008

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1995National Science Education Standards 1998Understanding by Design 1996National Science Education Standards 1995Thinking About Answers: The Application of Cognitive Processes to Survey Methodology 2002Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks 1999Relations between teachers' approaches to teaching and students' approaches to learning 1996Thinking about Answers: The Application of Cognitive Process to Survey Methodology 1996Psychological theory and the design of innovative learning environments: On procedures, principles, and systems.

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2015Integrating Science and Technology: Using Technological Pedagogical Content Knowledge as a Framework to Study the Practices of Science Teachers 2022ICT integration in teachers’ lesson plans: A scoping review of empirical studies 2017A reflection on the implementation of a new curriculum in Indonesia: A crucial problem on school readiness 2019How do we do this: learning how to teach socioscientific issues 2018When culture is content: Applications for content-based instruction in the world language classroom

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