CSET is in the process of designing professional devleopment offerings around core instructional practices. As part of this process, we have invited leading educational researchers, teacher educators, and award-winning teachers to participate in a series of Delphi studies. Delphi panels leverage professional expertise by improving group decision-making without face-to-face interaction. This methodology uses systematic solicitation and collection of judgments and justifications from experts. Over the course of three rounds of surveys, our panels evaluated, provided feedback on, and suggested additions to sets of subject specific teaching practices and definitions.
CSET researcher Brad Fogo and collaborating faculty member from the University of Notre Dame, Matt Kloser, conducted Delphi studies to identify and define sets of core practices for secondary history and science education. Although independently conducted, both Delphi panels found a strong consensus on nine teaching practices specific to each respective discipline with extensive justification from the panelists around each practice. The results of the history panel focused on an inquiry-based approach to teaching history. The results from the science panel focus on how teachers can help students engage science as a body of knowledge, a set of practices, and social interactions that mediate the knowledge and practices.
Summaries from each round of survey and the resulting core teaching pratices for the history and science Delphi studies are provided below.