{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/121253"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/121253","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"A Proof-of-Concept Study in the Development of an Observation Protocol Based on Science and Engineering Practices","abstract":"Inquiry-based science education has been a topic of extensive study and discussion. In 2018, the National Science Teaching Association revised their recommendations about inquiry-based teaching, endorsing three-dimensional learning as a more comprehensive approach for students in science classes. This model, known as three-dimensional teaching and learning (3DT), integrates three key dimensions: 1) science and engineering practices, 2) cross-cutting concepts, and 3) disciplinary core ideas. Accordingly, this study investigated the feasibility of developing an observation protocol based on the science and engineering practice \"Planning and Carrying Out Investigations.\" Participants included both science teachers and instructional leaders. Two research questions guided this investigation: (1) Is it feasible to utilize the Science and Engineering Practices as a framework for the development of an observation protocol intended for use by instructional leaders in secondary science classrooms? (2) How do instructional leaders and science teachers assess a science lesson differently, and what are the implications of these potential similarities or differences on the feasibility of the observation protocol outlined in Research Question 1? Data was collected over the course of three sequential phases: 1) soliciting feedback from expert reviewers, 2) conducting a focus group with secondary school science teachers and secondary school administrators, and 3) administering an online pilot study of secondary science teachers and secondary school administrators from Virginia, who tested the observation protocol using video recordings of science lessons. The findings that emerged from this investigation support the idea of using a Science and Engineering Practices-based observation protocol like the one tested in this study. Additionally, the data suggest potential avenues for future research, such as the degree to which administrators would benefit from having subject-specific observation forms.","abstract_html":"Inquiry-based science education has been a topic of extensive study and discussion. In 2018, the National Science Teaching Association revised their recommendations about inquiry-based teaching, endorsing three-dimensional learning as a more comprehensive approach for students in science classes. This model, known as three-dimensional teaching and learning (3DT), integrates three key dimensions: 1) science and engineering practices, 2) cross-cutting concepts, and 3) disciplinary core ideas. Accordingly, this study investigated the feasibility of developing an observation protocol based on the science and engineering practice "Planning and Carrying Out Investigations." Participants included both science teachers and instructional leaders. Two research questions guided this investigation: (1) Is it feasible to utilize the Science and Engineering Practices as a framework for the development of an observation protocol intended for use by instructional leaders in secondary science classrooms? (2) How do instructional leaders and science teachers assess a science lesson differently, and what are the implications of these potential similarities or differences on the feasibility of the observation protocol outlined in Research Question 1? Data was collected over the course of three sequential phases: 1) soliciting feedback from expert reviewers, 2) conducting a focus group with secondary school science teachers and secondary school administrators, and 3) administering an online pilot study of secondary science teachers and secondary school administrators from Virginia, who tested the observation protocol using video recordings of science lessons. The findings that emerged from this investigation support the idea of using a Science and Engineering Practices-based observation protocol like the one tested in this study. Additionally, the data suggest potential avenues for future research, such as the degree to which administrators would benefit from having subject-specific observation forms.","abstract_has_math":false,"creators":["Maguire, Jennifer Lynn"],"institution":"Virginia Tech","degree_name":"Doctor of Philosophy","degree_level":"doctoral","degree_discipline":"Curriculum and Instruction","degree_department":"Education, Vocational-Technical","school":null,"contributors":[],"advisors":[],"committee_chairs":["Bodenhorn, Nancy E.","Ferand, Natalie Louise Kincy"],"committee_members":["Brand, Brenda R.","Skaggs, Gary E.","Sato, Takumi Carl"],"year":2024,"date_issued":"2024-10-01","date_published":"2024-10-01","updated_at":"2026-07-22T22:20:21Z","subjects":["observation protocol","science education","instructional leadership","science and engineering practices"],"languages":["en"],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:40314"],"render_values":[{"text":"vt_gsexam:40314","href":null,"code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10919/121253","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Bodenhorn, Nancy E.","Ferand, Natalie Louise Kincy"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Brand, Brenda R.","Skaggs, Gary E.","Sato, Takumi Carl"]},{"key":"dc:contributor.department","label":"Department","values":["Education, Vocational-Technical"]},{"key":"dc:creator","label":"Author","values":["Maguire, Jennifer Lynn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2024-10-02T08:00:10Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2024-10-02T08:00:10Z"]},{"key":"dc:date.issued","label":"Date","values":["2024-10-01"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["observation protocol","science education","instructional leadership","science and engineering practices"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:40314"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10919/121253"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Inquiry-based science education has been a topic of extensive study and discussion. In 2018, the National Science Teaching Association revised their recommendations about inquiry-based teaching, endorsing three-dimensional learning as a more comprehensive approach for students in science classes. This model, known as three-dimensional teaching and learning (3DT), integrates three key dimensions: 1) science and engineering practices, 2) cross-cutting concepts, and 3) disciplinary core ideas. Accordingly, this study investigated the feasibility of developing an observation protocol based on the science and engineering practice \"Planning and Carrying Out Investigations.\" Participants included both science teachers and instructional leaders. Two research questions guided this investigation: (1) Is it feasible to utilize the Science and Engineering Practices as a framework for the development of an observation protocol intended for use by instructional leaders in secondary science classrooms? (2) How do instructional leaders and science teachers assess a science lesson differently, and what are the implications of these potential similarities or differences on the feasibility of the observation protocol outlined in Research Question 1? Data was collected over the course of three sequential phases: 1) soliciting feedback from expert reviewers, 2) conducting a focus group with secondary school science teachers and secondary school administrators, and 3) administering an online pilot study of secondary science teachers and secondary school administrators from Virginia, who tested the observation protocol using video recordings of science lessons. The findings that emerged from this investigation support the idea of using a Science and Engineering Practices-based observation protocol like the one tested in this study. Additionally, the data suggest potential avenues for future research, such as the degree to which administrators would benefit from having subject-specific observation forms."]},{"key":"dc:description.abstractgeneral","label":"General Abstract","values":["Inquiry-based science education has been a topic of extensive study and discussion. In 2018, the National Science Teaching Association revised their recommendations about inquiry-based teaching, endorsing three-dimensional learning as a more comprehensive approach for students in science classes. This model, known as three-dimensional teaching and learning (3DT), integrates three key dimensions: 1) science and engineering practices, 2) cross-cutting concepts, and 3) disciplinary core ideas. Accordingly, this study investigated the feasibility of developing an observation protocol based on the science and engineering practice \"Planning and Carrying Out Investigations.\" Participants included both science teachers and instructional leaders. Two research questions guided this investigation: (1) Is it feasible to utilize the Science and Engineering Practices as a framework for the development of an observation protocol intended for use by instructional leaders in secondary science classrooms? (2) How do instructional leaders and science teachers assess a science lesson differently, and what are the implications of these potential similarities or differences on the feasibility of the observation protocol outlined in Research Question 1? Data was collected from expert reviewers, secondary school science teachers, and secondary school administrators in Virginia, and involved a focus group as well as rating video recordings of science lessons. Results suggest that using tools based on ideas that are specific to science could be helpful to both school administrators and teachers. There are many potential follow-up research studies that can be done in the future based on the results of this study."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Doctor of Philosophy"]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["ETD"]},{"key":"dc:title","label":"Title","values":["A Proof-of-Concept Study in the Development of an Observation Protocol Based on Science and Engineering Practices"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Bodenhorn, Nancy E.","Ferand, Natalie Louise Kincy"],"dc:contributor.committeemember":["Brand, Brenda R.","Skaggs, Gary E.","Sato, Takumi Carl"],"dc:contributor.department":["Education, Vocational-Technical"],"dc:creator":["Maguire, Jennifer Lynn"],"dc:date.accessioned":["2024-10-02T08:00:10Z"],"dc:date.available":["2024-10-02T08:00:10Z"],"dc:date.issued":["2024-10-01"],"dc:description.abstract":["Inquiry-based science education has been a topic of extensive study and discussion. In 2018, the National Science Teaching Association revised their recommendations about inquiry-based teaching, endorsing three-dimensional learning as a more comprehensive approach for students in science classes. This model, known as three-dimensional teaching and learning (3DT), integrates three key dimensions: 1) science and engineering practices, 2) cross-cutting concepts, and 3) disciplinary core ideas. Accordingly, this study investigated the feasibility of developing an observation protocol based on the science and engineering practice \"Planning and Carrying Out Investigations.\" Participants included both science teachers and instructional leaders. Two research questions guided this investigation: (1) Is it feasible to utilize the Science and Engineering Practices as a framework for the development of an observation protocol intended for use by instructional leaders in secondary science classrooms? (2) How do instructional leaders and science teachers assess a science lesson differently, and what are the implications of these potential similarities or differences on the feasibility of the observation protocol outlined in Research Question 1? Data was collected over the course of three sequential phases: 1) soliciting feedback from expert reviewers, 2) conducting a focus group with secondary school science teachers and secondary school administrators, and 3) administering an online pilot study of secondary science teachers and secondary school administrators from Virginia, who tested the observation protocol using video recordings of science lessons. The findings that emerged from this investigation support the idea of using a Science and Engineering Practices-based observation protocol like the one tested in this study. Additionally, the data suggest potential avenues for future research, such as the degree to which administrators would benefit from having subject-specific observation forms."],"dc:description.abstractgeneral":["Inquiry-based science education has been a topic of extensive study and discussion. In 2018, the National Science Teaching Association revised their recommendations about inquiry-based teaching, endorsing three-dimensional learning as a more comprehensive approach for students in science classes. This model, known as three-dimensional teaching and learning (3DT), integrates three key dimensions: 1) science and engineering practices, 2) cross-cutting concepts, and 3) disciplinary core ideas. Accordingly, this study investigated the feasibility of developing an observation protocol based on the science and engineering practice \"Planning and Carrying Out Investigations.\" Participants included both science teachers and instructional leaders. Two research questions guided this investigation: (1) Is it feasible to utilize the Science and Engineering Practices as a framework for the development of an observation protocol intended for use by instructional leaders in secondary science classrooms? (2) How do instructional leaders and science teachers assess a science lesson differently, and what are the implications of these potential similarities or differences on the feasibility of the observation protocol outlined in Research Question 1? Data was collected from expert reviewers, secondary school science teachers, and secondary school administrators in Virginia, and involved a focus group as well as rating video recordings of science lessons. Results suggest that using tools based on ideas that are specific to science could be helpful to both school administrators and teachers. There are many potential follow-up research studies that can be done in the future based on the results of this study."],"dc:description.degree":["Doctor of Philosophy"],"dc:format.medium":["ETD"],"dc:identifier.other":["vt_gsexam:40314"],"dc:identifier.uri":["https://hdl.handle.net/10919/121253"],"dc:language.iso":["en"],"dc:publisher":["Virginia Tech"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["observation protocol","science education","instructional leadership","science and engineering practices"],"dc:title":["A Proof-of-Concept Study in the Development of an Observation Protocol Based on Science and Engineering Practices"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Curriculum and Instruction"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Doctor of Philosophy"],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-22T22:20:21Z"}