Brooke A Whitworth

Brooke A Whitworth
Clemson University | CU · Teaching & Learning

PhD

About

82
Publications
42,180
Reads
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310
Citations
Introduction
I am an Associate Professor in Science Education at Clemson University. My current research is focused on investigating the role of district science coordinators, professional development models, and how teachers adopt geospatial technology in their classrooms. In the future, I hope to also investigate teacher leadership and the differentiation of professional learning.
Additional affiliations
August 2017 - June 2020
University of Mississippi
Position
  • Professor (Assistant)
August 2014 - August 2017
Northern Arizona University
Position
  • Professor
June 2011 - July 2014
University of Virginia
Position
  • Research Assistant
Education
June 2011 - May 2014
University of Virginia
Field of study
  • Science Education
June 2001 - July 2002
Wake Forest University
Field of study
  • Masters in Secondary Education
August 1997 - May 2001
William Jewell College
Field of study
  • Chemistry

Publications

Publications (82)
Article
Full-text available
Professional development in science education aims to support teacher learning with the ultimate goal of improving student achievement. A multitude of factors influence teacher change and the effectiveness of professional development. This review of the literature explores these factors and identifies school and district science leaders as a critic...
Article
This study explored the professional responsibilities of district science coordinators, their professional development (PD) experiences, the relationship between their role, responsibilities, district context, and background, and barriers encountered in their work. A national sample (n = 122) of self-identified science coordinators completed a Scie...
Article
We investigated changes in district science coordinators’ understandings and practices following their participation in a statewide professional development (PD). Participants included 13 male and 34 female science coordinators from 42 different school districts in Virginia. Data included presurvey, postsurvey, and delayed postsurvey responses; fol...
Article
Science teacher professional development is complex. Phases in a teacher’s career necessitate different professional learning opportunities. Furthermore, knowledge bases, practices, and attributes need to be cultivated during these times. For science teachers, it is not always evident how to link professional learning opportunities progressively to...
Article
This study describes how district science coordinators supported teachers and implemented professional development in their districts following participation in the Science Coordinator Academy. This qualitative descriptive case study comprised three district science coordinators from three districts in a mid-Atlantic state, as well as principals an...
Article
The current study examined the effects of a nationally scaled up Professional Learning and Development (PLD) model on teachers’ classroom implementation of the Geospatial Inquiry instructional framework. Geospatial Inquiry is defined as: asking and answering a research question through the analysis and communication of data that is linked to a geog...
Article
Learning in the classroom is highly influenced by the experiences a teacher plans for students. Concerned that students were not achieving adequate conceptual knowledge during traditional undergraduate physics courses, the authors used the Making Sense of SCIENCE curriculum to tailor a course for 21 pre-service elementary teachers at the University...
Conference Paper
Full-text available
District Science Coordinators (DSCs) play an important role in supporting the learning and professional development (PD) of science teachers. As they work with their teachers, they guide the development of their beliefs, knowledge, mindset, and instructional practices. These are essential areas when it comes to creating equitable learning environme...
Conference Paper
Full-text available
In this exploratory study, we examine the patterns of science teachers' format of instruction and their implementation of Science and Engineering Practices (SEPs) in those formats. Given the shifts needed for various instructional formats during COVID-19, teachers had to adapt how they integrated SEPs into their instruction. In order to understand...
Poster
Full-text available
To address this gap, we designed a yearlong PD program for DSCs consisting of three online modules. Over the course of two years, participating DSCs and a subset of their teachers are being followed to determine if the program improves their knowledge and practices. Among the DSCs, their knowledge of leadership, equitable science instruction, PD pr...
Article
Full-text available
The authors use lessons about the skeletal system to demonstrate how to integrate art in the science classroom. The authors give resources to help the reader feel comfortable using and assessing art in a science setting.
Article
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The current mixed method study examined a Teacher Leadership Program (TLP) to determine to what extent participating teachers had changes in content knowledge (CK), practices, leadership skills, and leadership knowledge. The purpose was to determine if this program could be utilized to suggest a sustainable model for improving science education by...
Article
Full-text available
A t the core of an effective model-based inquiry (MBI) unit is a scientifically rich, complex phenomenon that serves as the reason for engagement and drives student sensemaking and investigations throughout the unit. Engaging in iterative attempts to explain phenomena over the course of an MBI unit allows the opportunity for students to construct e...
Presentation
Full-text available
District science coordinators (DSCs) are responsible for the support of their science teachers. Previous studies indicate that their leadership can have a positive impact on science teacher instructional practices and student achievements. However, many DSCs report they lack professional learning opportunities to build their instructional abilities...
Presentation
Full-text available
The current mixed method treatment-control study examined a Teacher Leadership Professional Development (PD) model to determine to what extent treatment teachers had changes in content knowledge, pedagogical content knowledge, practices, and leadership skill and knowledge. The purpose was to determine if this model could create a sustainable model...
Presentation
Full-text available
The current study scaled-up proven PD by providing Facilitation Academies which taught facilitators to provide Teacher Workshops (TWs) to secondary STEM educators. The purpose was to identify how TWs prepared teachers to implement geospatial inquiry lessons, provided them with geospatial technology (GST) performance skills, and prepared them for te...
Poster
Full-text available
This mixed methods exploratory study examined how the development of physical science educative curriculum materials (ECMs) designed specifically for preservice elementary teachers impacted content knowledge (CK), pedagogical content knowledge (PCK), and attitudes and interests in science. One cohort of students (n = 42) were placed in treatment (n...
Poster
Full-text available
This poster, originally created for the NARST 2020 Graduate Research Symposium, describes ongoing research into the practices, attributes, and knowledge of district science coordinators (DSCs) in order to build a professional learning trajectory for DSCs.
Article
Through a randomized controlled trial, this mixed‐methods study evaluated changes in elementary science teachers’ understandings, confidence, and classroom implementation of problem‐based learning (PBL), inquiry, and nature of science (NOS) instruction following participation in a professional development (PD) as well as the components of the PD th...
Article
This design-based research study examined the first two cycles of development, enactment, analysis, and redesign of the Power of Data (POD) Facilitation Academy. Professional Learning and Development (PLD) providers’ geospatial technology (GST) skills, understanding of programme principles, preparation, and stages of concern for implementing POD Te...
Article
Recent education reforms including the Next Generation Science Standards emphasize integrating engineering into K‐12 science instruction. Although prior studies have characterized engineering design (ED) in K‐12 settings, no validated protocols attempt to characterize ED integration in secondary science classrooms. The present study used the ED and...
Article
Full-text available
The phrase science fair project likely conjures up images of students working independently on smoldering model volcanoes, catapults, and Rube Gold-berg contraptions. To create their projects, students and teachers blindly follow a set of seemingly incomprehensible steps, assembling various pieces. This process continues until the due date arrives,...
Article
Full-text available
In this activity, a question is posed to second-grade students and they are asked to make predictions to answer it: “How will different surfaces affect the distance a toy vehicle travels?” Students observe how different surfaces affect the distance traveled by a toy car and are able to amend their predictions. They are then asked to think of reason...
Article
Full-text available
The mentoring relationships between preservice teachers and their cooperating teachers have been established as critical to the retention or attrition of novice teachers (Clarke, Triggs, & Nielsen, 2014), yet little research has been conducted to examine what factors around mentor teacher selection and support are most salient to creating strong me...
Article
Full-text available
In this classroom, high-school biology students learned how pine beetle outbreaks in North America have become some of the worst in a decade. To make sense of this phenomenon, students created iterative models with in-depth explanations over the course of the unit. These models were formative in developing students’ conceptual understanding of ecol...
Article
This embedded mixed method study used a randomised controlled⁠ trial design to examine two cohorts of upper (grades 4–6) elementary teachers’ classroom implementation of nature of science (NOS) instruction following their participation in a statewide professional development (PD). The treatment group (n = 145) was compared to a control group (n = 9...
Poster
Full-text available
Power of Data (POD) scaled-up an effective research-based professional development (PD) model to prepare teachers to incorporateGIS into secondary classrooms through Geospatial Inquiry. In the scale-up, PD providers attendedFacilitation Academies to learn to provide POD Teacher Workshops (TW) nationwide. Fifteen PD providers participated. Twelve ha...
Article
Full-text available
http://static.nsta.org/files/ss1703_50.pdf
Poster
Full-text available
The Power of Data projects helped teachers teach with geospatial technologies. We share findings from the latest iteration and describe our research plan for taking the PD model to scale.
Article
This randomised controlled trial used a mixed-methods approach to investigate the frequency and how elementary teachers integrated engineering design (ED) principles into their science instruction following professional development (PD). The ED components of the PD were aligned with Cunningham and Carlsen’s [(2014). Teaching engineering practices....
Presentation
Full-text available
Science teacher professional development is complex. There are different times in a teacher’s career that necessitate different professional learning opportunities, and there are different knowledge bases, practices, and cognitive attributes that need to be cultivated during these times. This paper recognizes these variations and conceptualizes tea...
Article
Full-text available
With the widespread adoption of the Next Generation Science Standards (NGSS Lead States 2013), science teachers now aspire to integrate engineering into science instruction, as the standards suggest, yet many don’t know how. The first steps are to define engineering and identify tasks that incorporate engineering, which can be difficult and confusi...
Article
The purpose of this investigation was to explore changes in undergraduate and graduate teaching assistants' (TAs') content knowledge and beliefs about teaching within the context of an inquiry-based laboratory course. TAs received professional development (PD), which was informed by the TA training literature base and was designed for TAs implement...
Article
Full-text available
This case study described teachers with varying technology skills who were implementing the use of geospatial technology (GST) within project-based instruction (PBI) at varying grade levels and contexts 1 to 2 years following professional development. The sample consisted of 10 fifth- to ninth-grade teachers. Data sources included artifacts, observ...
Article
This mixed-methods study sought to identify professional development implementation variables that may influence participant (a) adoption of simulations, and (b) use for inquiry-based science instruction. Two groups (Cohort 1, N = 52; Cohort 2, N = 104) received different professional development. Cohort 1 was focused on Web site use mechanics. Coh...
Conference Paper
Full-text available
Science teacher professional development is complex. There are different periods in a teacher's career that necessitate different professional learning opportunities, and there are different knowledge bases, practices, and attributes that need to be cultivated during these times. For science teachers, it is not always evident how to progress toward...
Conference Paper
Full-text available
Science teacher professional development is complex. There are different periods in a teacher's career that necessitate different professional learning opportunities, and there are different knowledge bases, practices, and attributes that need to be cultivated during these times. For science teachers, it is not always evident how to progress toward...
Article
Full-text available
The purpose of this qualitative investigation was to better understand teaching assistants' (TAs') perceptions of training in a guided inquiry undergraduate general chemistry laboratory context. The training was developed using existing TA training literature and informed by situated learning theory. TAs engaged in training prior to teaching (25 ho...
Conference Paper
Full-text available
This investigation characterized changes in teachers' understanding and classroom implementation of problem-based learning (PBL), nature of science (NOS), inquiry instruction, and their students' achievement following participation in the Virginia Initiative for Science Teaching and Achievement (VISTA) Elementary Science Institute (ESI) professiona...
Conference Paper
Full-text available
The purpose of this investigation was to explore changes in teaching assistants' (TAs) content knowledge, perceptions of their role, and perceptions of the effectiveness of a professional development following professional development. The professional development was informed by the K-12 professional development and TA training literature bases as...
Conference Paper
Full-text available
This study explored science coordinators’ practices supporting teachers’ science instruction and how they designed and implemented professional development (PD) for teachers. Each of these science coordinators had participated in in PD designed for science coordinators that aligned with a situated learning model. This qualitative case study include...
Article
Full-text available
This study utilized an explanatory sequential mixed methods approach to explore randomly assigned treatment and control participants’ frequency of inquiry instruction in secondary science classrooms. Eleven treatment participants received professional development (PD) that emphasized a structured approach to inquiry instruction, while 10 control pa...
Conference Paper
Full-text available
This convergent parallel mixed-methods study explored the professional responsibilities of district science coordinators, their professional development, and the relationship between their role, responsibilities, district context, and background. The national sample that completed the validated Science Coordinator Role Survey included 122 members o...
Article
Full-text available
Creating investigations that allow students to see physics in their everyday world and to be kinesthetically active outside of the traditional physics classroom can be incredibly engaging and effective. The investigations we developed were inquiry investigations in which students engaged in concrete experiences before we discussed the abstract conc...
Article
Full-text available
raditionally, teachers assess students' physics understand-ing through lab activities, re-sponses to open-ended word problems, and tests. But there's another way to measure stu-dent understanding, one in which students apply their learning to the world around them. This article shows how to implement student portfolios, which allow students to set...
Article
Full-text available
D ifferentiated instruction and teaching science as inquiry are two pedagogical approaches fre-quently discussed among science teachers. Teachers know these approaches are important but often have difficulty translating them into their class-room science instruction. This article describes how to differentiate a density investigation for variations...