Shapiro, Bonnie LeeSchaeffer, Hyacinth Maria2016-05-042016-05-0420162016Schaeffer, H. M. (2016). A Grounded Theory Study of Teachers’ Experiences and Post Experiences in a Professional Development Program That Examined the Use of Adapted Primary Literature in Secondary Science (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/24752http://hdl.handle.net/11023/2951Between 2011 and 2013 teachers and scientists worked together to translate primary scientific literature (PSL) to a form accessible to secondary school students. This research study employs a grounded theory approach (Birks & Mills, 2011; Bryant & Charmaz, 2007; Glaser & Strauss, 1967) to address the essential research question: How do teachers’ experiences and post-experiences in a professional development program influence their decisions to employ adapted primary literature (APL) in their instructional practice? Qualitative data were collected in the form of semi-structured interviews, field notes, and conceptual memos. Through the process of constant comparative analysis, common incidents in the data were compiled and re-organized into categories and core variables. Data analysis uncovered four core variables: (1) Ability to choose for relevance; (2) Perception determines priority; (3) Scientists’ science versus school science; and (4) The autonomy of time. The substantive theory offered here is: The Autonomy of Time.engUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.Education--SciencesEducation--SecondaryEducation--Teacher TrainingAdapted Primary LiteratureTeacher Professional DevelopmentSecondary Sciencemaster thesishttp://dx.doi.org/10.11575/PRISM/24752