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Factors That Influence Curricular Adoption in a Sustainability Focused Marine Science Professional Development for In-Service Teachers

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  • Timothy A. Goodale

    (Timothy A. Goodale is at Elizabeth City State University, North Carolina, USA. E-mail: tagoodale@ecsu.edu)

Abstract

The focus of this article is on the evaluation and outcomes of a professional learning opportunity that focused on 13 current K–12 public school science educators in the United States. This teacher training concentrated on sustainability education that utilized marine sciences as a unifying concept. Findings from this training helped to identify models within teacher professional development in marine science that lead to comprehensive adoption of presented curricula. Four established models/frameworks of professional development were identified and their subsequent classroom implementation was evaluated. Results include adoption rates of the various session materials, the impact and effect size of differing variables (such as deliverables or standards alignment) among the four models and their frameworks and changes in perceptions towards sustainability initiatives. These outcomes underscore several methods and strategies for successful science teacher professional development implementation in regard to marine sciences.

Suggested Citation

  • Timothy A. Goodale, 2020. "Factors That Influence Curricular Adoption in a Sustainability Focused Marine Science Professional Development for In-Service Teachers," Journal of Education for Sustainable Development, , vol. 14(1), pages 5-19, March.
    • Handle: RePEc:sae:jousus:v:14:y:2020:i:1:p:5-19
    DOI: 10.1177/0973408220934645
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    Cited by:

    1. Yen-Ling Lin & Liang-Yu Wu & Liang-Ting Tsai & Cheng-Chieh Chang, 2020. "The Beginning of Marine Sustainability: Preliminary Results of Measuring Students’ Marine Knowledge and Ocean Literacy," Sustainability, MDPI, vol. 12(17), pages 1-18, August.

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