Abstract
This study describes the effect of embedding content in the Communication in Inquiry Science Project professional development model for science and language arts teachers. The model uses four components of successful professional development (content focus, active learning, extended duration, participation by teams of teachers from the same school or grade level) and instructional strategies for inquiry, academic language development, written and oral discourse, and learning principles as components of science activities. Teachers were given a pre/post‐institute genetics assessment. There was a statistically significant increase in scores for the entire sample and a statistically significant difference between science and language arts pre and post scores, with science teachers scoring higher in both cases.
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