Excellence in Rural Science Teaching: Examining Elements of Professional Development Models.

This paper introduces the Learning through Inquiry Science and Technology (LIST) program conceived in 1997 as a professional development program to familiarize science teachers with inquiry-based science instruction, instructional technology integration, and alternative assessment techniques in order to change their traditional teacher-centered instructional strategies to a more learner-centered approach. Key design elements of the LIST model include administrative endorsement, disciplinewide adoption, on-site delivery, participant input, clear expectations, quality instruction, collaborative climate, continued support, and incentives. Evaluation results indicate positive teacher and student outcomes and positive effects on partnerships for teachers and professional development partners. (KHR) Reproductions supplied by EDRS are the best that can be made from the original document. EXCELLENCE IN RURAL SCIENCE TEACHING: EXAMINING ELEMENTS OF PROFESSIONAL DEVELOPMENT MODELS PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Brian L. Gerber Valdosta State University Valdosta, Georgia Catherine Price Valdosta State University Valdosta, Georgia Marianne Barnes University of North Florida Jacksonville, Florida Verilette Hinkle Valdosta State University Valdosta, Georgia Lehman Barnes University of North Florida Jacksonville, Florida Patricia Gordon Ben Hill High School Fitzgerald, Georgia Laurel Stanley University of North Florida Jacksonville, Florida U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement ksrEcDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as eived from the person or organization originating it. ID Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Philadelphia, PA, March 23-26, 2003