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Descriptors:
Teaching Methods; Science Education; Developing Nations; Foreign Countries; Educational Change; Grounded Theory; Science Teachers; Teacher Attitudes; Beliefs; Professional Development; Innovation; Sociocultural Patterns

Abstract:
A growing body of research argues that teachers' beliefs and practices should be studied within the sociocultural contexts of their work because the relationship between their beliefs and practices is both complex and context-dependent. There is a need for further research in this area in understudied contexts such as developing countries, in order to promote effective education in schools and the professional development of teachers. This paper argues that if this "black box" of sociocultural contexts in which science teachers are embedded is better understood, it may be possible to identify specific aspects of these contexts related to educational organizations that act as either supports or barriers to pedagogical reform or to implementing innovations in science education. Consequently, the main purpose of this study is to explore the sociocultural contexts of ten Egyptian science teachers and to what extent these sociocultural contexts help in understanding teachers' pedagogical beliefs and practices. This paper, by utilizing a multi-grounded theory approach and qualitative methods, reveals a variety of sociocultural contexts that are related to teachers' pedagogical beliefs and practices. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Special Education Teachers; Professional Development; Developmental Disabilities; Autism; Alternative Assessment; Alignment (Education); Severe Disabilities; Teacher Education; Program Effectiveness; Teacher Effectiveness; Fidelity; Language Arts; Mathematics Education; Science Education; Course Content; Curriculum; State Standards; Generalization; Elementary School Students; Secondary School Students; Teacher Surveys; Inquiry; Task Analysis; Pretests Posttests; Educational Strategies

Abstract:
The "What Works Clearinghouse" guidelines for high-quality professional development were used to develop a Tell, Show, Try, and Apply (TSTA) method of training. This method was used to train teachers to align instruction to grade-level content for students with severe developmental disabilities. A total of 193 teachers of students who participate in alternate assessment based on alternate achievement standards from three states participated in the first 2 days of training. A subset of 37 teachers participated in a 3rd day of training and submitted products from classroom applications. The impact of the TSTA training was evaluated to determine its effect on teachers' instructional fidelity across three content areas (e.g., English language arts [ELA], mathematics, science) with their own students. In addition, generalization to new academic content aligned to grade-aligned standards developed by the teachers was taken. Results indicated that the professional development was effective not only in increasing teachers' knowledge of alignment but also grade-aligned instruction with generalization across content. Future research questions and practical application also are discussed. (Contains 2 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Field Experience Programs; Preservice Teachers; Mathematics Education; Science Education; Beliefs; Mathematics Instruction; Science Instruction; Professional Development; Correlation; Constructivism (Learning); Educational Change; Likert Scales

Abstract:
With increased study of teachers' beliefs about science and mathematics teaching in recent years, there is a need for instruments that assess beliefs in both content areas. Moreover, early field experiences in schools and professional development efforts may influence the beliefs that preservice and in-service teachers develop, and instruments for this purpose are limited. This article describes the development and validation of the Confidence, Commitment, Collaboration, and Student thinking in Mathematics and Science (CCCSMS) beliefs scales, a set of 10-item scales. Collectively, these scales measure teachers' self-confidence in doing and teaching science and mathematics, confidence in understanding children's thinking and building models of that thinking, commitment to teaching science and mathematics from a standards-based perspective, and commitment to collaborating with peers. The scales represent an efficient and effective way of assessing beliefs of large groups. Although this article focuses predominantly on development of the scales, results from initial use indicate that there are positive correlations between beliefs related to mathematics and beliefs related to science, but the correlations are low enough to show that many teachers think differently about the two subjects. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Justice; Children; Foreign Countries; Creativity; Student Diversity; Educational Policy; Inclusion; Professional Development; Innovation; Cooperation; Educational Change

Abstract:
This article connects arguments in the field of integrated and multi-professional working concerning the need to promote a strengths-based approach to children, childhood and children's services with writing about creativity in schooling. It utilizes strength-based and social justice approaches to encourage professionals who work with children and families to recognize the diversity of childhood and support children and families to collaboratively, creatively and flexibly develop solutions to their own life issues and their learning. It questions the extent to which schools are ready to be places that enable collaborative dialogue and considers whether targets and tests lead schools to stifle creativity. It draws from the CREANOVA project funded by the European Commission's Education, Audiovisual and Culture Executive Agency (EACEA) to demonstrate the quantitative basis for the argument that flexibility stimulates creativity, and demonstrates that creativity flourishes in environments that value autonomy, openness, supportive structures and collaborative relationships. This finding enables the article to conclude that a culture shift can be achieved that stimulates creativity and innovation in childhood if organizations recognize the abilities of children to stimulate each other's creativity, support children's freedom to learn collaboratively and challenge barriers to learning such as targets and top-down performance indicators. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Public Education; Educational Change; Teacher Education; Childrens Rights; Educational Policy; Young Children; Public Schools; School Readiness; Documentation; Public Opinion; Teacher Empowerment; Professional Development; Teacher Collaboration; Critical Thinking; Thinking Skills; Mathematics Instruction; Blended Learning

Abstract:
For far too long, public education had been under the shadow of terms such as failing schools, achievement gaps, and poor classroom management. While many publications have outlined these issues, the goal of this book is not to resonate despair but to illuminate individuals' hopes and dreams for public education. For the authors of this book, having the audacity to hope for better public education means trusting teachers and children to engage in intellectual endeavors that advocate for the development of the whole person and active participation in a democratic community. This book will be a great resource for pre-service and in-service teachers, professors, administrators, and policy-makers in exploring a new pathway for educational reform. Contents include: (1) Foreword (Terri Jo Swim, Keith Howard, and Il-Hee Kim); (2) Mr. President: The Time Has Come to Reskill Our Teaching Force, So Please, Please, Let's Get Real! (Barry Kanpol); (3) Expanding the Realm (Chris Strople); (4) The Rights of Children: Policies to Best Serve 3-, 4-, and 5-Year-Olds in Public Schools (Ben Mardell, Lisa Fiore, Marina Boni, and Melissa Tonachel); (5) School Readiness and the Power of Documentation: Changing the Public Image to See the "Rich Child" (Terri Jo Swim); (6) Teachers Reclaiming Their Voices in Student Learning and Initiating Their Own Professional Growth: Suggestions for the Obama Administration (Zeynep Isik-Ercan); (7) Teacher Collaborations Provide an Opportunity to Improve Education for All Students Along the Continuum of Learning (Jane M. Leatherman, Nancy J. Bangel, Tracy L. Cox, Amber Merrill, and Rebecca D. Newsome); (8) Developing Critical Thinking Skills in the Age of President Obama (Il-Hee Kim); (9) Hybrid Technology Classrooms for Mathematics Instruction (Keith Howard); and (10) The Hope for Audacity: Moving from Adversarial Contests to Respectful Alliances (Alice H. Merz and Terri Jo Swim). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Innovation; Chemistry; Professional Development; Models; Curriculum; Science Education; Teaching Methods; Educational Environment; Discussion (Teaching Technique); Teacher Educators; Science Teachers; Context Effect

Abstract:
Involving teachers in early stages of context-based curriculum innovations requires a professional development programme that actively engages teachers in the design of new context-based units. This study considers the implementation of a teacher professional development framework aiming to investigate processes of professional development. The framework is based on Galperin's theory of the internalisation of actions and it is operationalised into a professional development programme to empower chemistry teachers for designing new context-based units. The programme consists of the teaching of an educative context-based unit, followed by the designing of an outline of a new context-based unit. Six experienced chemistry teachers participated in the instructional meetings and practical teaching in their respective classrooms. Data were obtained from meetings, classroom discussions, and observations. The findings indicated that teachers became only partially empowered for designing a new context-based chemistry unit. Moreover, the process of professional development leading to teachers' empowerment was not carried out as intended. It is concluded that the elaboration of the framework needs improvement. The implications for a new programme are discussed. (Contains 2 figures, 3 tables, and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Fuels; Nuclear Physics; Experiments; Computer Simulation; Identification; Scientific Concepts; Science Experiments; Innovation; Laboratory Equipment; Measurement; Science Education; Teaching Methods; Secondary Education; Teacher Education

Abstract:
Educational versions of Millikan's oil-drop experiment have frequently been criticized; suggestions for improvement either focus on technical innovations of the setup or on replacing the experiment by other approaches of familiarization, such as computer simulations. In our approach, we have analysed experimental procedures. In doing so, we were able to identify several sources of error and took measures to minimize their influence. At the same time, we attempted to minimize the standard deviation of each individual series of measurements. Our paper describes how we developed criteria which helped to stabilize the data produced in the following series of measurements. The final series of measurements results in data which demonstrate the atomic structure of electricity and enable a demonstration of the elementary charge. (Contains 2 figures and 4 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Novices; Educational Research; Multivariate Analysis; Researchers; Content Analysis; Inquiry; Science Education; Scientists; Professional Development; Expertise; Problem Based Learning; Educational Change; Scientific Literacy; Science Curriculum; Scientific Principles; Scientific Concepts; Computer Simulation; Teacher Education; Teaching Methods

Abstract:
Scientific inquiry involves a variety of abilities scientists use to investigate the natural world. In order to develop students' scientific inquiry, researchers and educators have developed different curricula and a variety of instructional resources, which make features and descriptors of scientific inquiry in teaching and learning even more diverse and complex. For revealing how the multi-facets of scientific inquiry are inherently correlated, this study identified descriptors representing features of scientific inquiry and automatically reviewed the research abstracts where these descriptors were used. A cluster analysis was used to analyze 171 relevant article abstracts published in Web of Science from 1986 to 2010, by using the data mining software WordStat v6.1. Networks of descriptors and of research strands showed the inter-relationships among descriptors and the research strands. Through triangulating the categorization results from automatic data-mining and expert researchers' qualitative reviewing, this study identified seven clusters of high-frequency descriptors and nine major strands of current research studies. The nine strands can further be grouped into five research themes: NOS, Knowledge Construction, Inquiry Ability, Explanatory-driven Inquiry, and Professional Development. With different levels of cohesiveness in network, these themes demonstrated that scientific inquiry was composed of different levels of abilities students need to achieve as well as the endeavors of teachers. Through exploring the network shared among most researchers, this study is expected to provide novice researchers information about elements that expert researchers usually consider and further, it is expected to give expert researchers some new directions to explore in research designs. (Contains 1 table and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Gifted; State Standards; Creativity; Programming; Mathematics Instruction; Spatial Ability; STEM Education; Adolescents; Children; Mathematics; Mathematics Education; Innovation; Talent Development; Federal Legislation; Educational Legislation; Scores; Science Education; Technology Education; Problem Based Learning; Problem Solving

Abstract:
Spatial and creative abilities are important for innovations in science, technology, engineering, and math (STEM) fields, but talents are rarely developed from these abilities by schools, including among gifted children and adolescents who have a high potential to become STEM innovators. This article provides an overview of each ability and makes the case for their connection. Example activities that involve spatial and creative abilities are provided. These activities not only can incorporate state standards but also can provide the challenge necessary to develop spatial and creative talents in gifted learners. Activity examples are provided in the following categories: arts curriculum embedded within STEM subjects, problem solving focused curriculum, computer programming, and academic competitions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Video Technology; Botany; Concept Formation; Foreign Countries; Science Teachers; Teaching Methods; Students; Secondary Education; Professional Development; Teacher Education; Secondary School Students; Secondary School Science; Science Education

Abstract:
We describe part of an action-research programme in Spain which was based on metacognitive reflection. The participants were four science teachers in a secondary school during the 2004-05 and 2005-06 academic years. During the study, they each analysed their own pupils' alternative ideas on photosynthesis and their teaching methods as recorded in videos of their classes, and followed this by planning new teaching units. The present communication focuses on the case of one experienced teacher. The results showed that the teacher's reflection on his pupils' commonest alternative ideas and his own classroom teaching led him to plan new teaching units for the second year of the study which took those alternative ideas into account, and included new strategies, resources and activities. The programme has contributed to the teacher's professional development, impacting significantly on the elements that form part of his teaching, and positively affecting the learning and conceptual change of his pupils. (Contains 4 figures and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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