查看文章

The work presented builds on a multiyear effort to study the implementation and adaptation of Kids as Global Scientists (KGS), an inquiry‐based, technology‐rich middle school learning environment enacted simultaneously in hundreds of classrooms across the nation. Two groups of teachers participated in this study. One group consists of “maverick” teachers: those distributed across the nation that find us and customize our program to their needs without systematic professional development. This group of teachers tends to work in schools with a relatively rich fund of resources and supports. Another group—urban teachers—resulted from a recent partnership between KGS and teachers from a large, high‐poverty urban school district. We provide these teachers with targeted professional development to help them overcome constraints common to their schools. This study provides profiles of both maverick and …