Jacob White|Denise Shockley|Margaret Hutzel|Natalie Susan Wilson
Interdisciplinary Professional Development for Teaching Science and Reading
University of Rio Grande and Rio Grande Community College|Ohio University|Ohio University
instructional demands literacy lower grades often limit instructional opportunities areas including science interdisciplinary approaches training science educators current interest article describes structure impact professional development activities elementary middle school teachers within rural ohio public school district gallia county local aimed address needs science literacy teachers n 39 grades three eight taught science andor reading including special education teachers received targeted training earth amp space science content pedagogy strategies teaching nonfiction reading within science curriculum additional professional development provided oneonone academic coaching sessions teachers respective classrooms pre posttraining teacher surveys compared using wilcoxon signedranks test determine statistical significance 005 observed differences results indicate significant changes instructional practices participating teachers several key areas including increased usage nonfiction reading p 004 differentiated instructional practices within science curriculum p 005 comparison student achievement scores selected components statelevel assessments reading science also suggest positive impact professional development areas increase student proficiency informational text earth amp space science observed teachers received training compared year prior training