The Next Generation Science Standards call for an increase in authentic science practices in K-12 classrooms. Implementation of these practices requires teachers to change their instructional methods. The goal of Target Inquiry at Miami University (TIMU) is to help high school chemistry teachers align their teaching with standards-based methods through a long-term professional development program. Classroom videos were obtained for ten participating teachers and four comparison teachers over three years, before and during TIMU. The Schlitt-Abraham Test of Interaction Coefficient (SATIC) was used to characterize teaching practices. The SATIC documents the verbal utterances of the teacher and breaks them down into initiating, interim, and responding behaviors. Overall frequency of interaction is also measured to calculate the amount of student-led time in the classroom. One goal of this study was to quantify the frequency of these behaviors and document if and how they changed throughout the teachers’ time in the program. The second goal was to investigate the differences in interactions between the TIMU and comparison teachers. Results and analyses will be presented, along with implications for teaching, professional development, and research using quantitative observational protocols.

Detecting instructional change: Capturing teacher-student interactions and teacher moves in high school chemistry classrooms before and during professional development

251st National Meeting (2016)

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