NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 3 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Katz, Phyllis; McGinnis, J. Randy; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy – Journal of Science Teacher Education, 2013
In case studies of two first-year elementary classroom teachers, we explored the influence of informal science education (ISE) they experienced in their teacher education program. Our theoretical lens was identity development, delimited to classroom science teaching. We used complementary data collection methods and analysis, including interviews,…
Descriptors: Beginning Teachers, Case Studies, Elementary School Teachers, Federal Legislation
Peer reviewed Peer reviewed
Direct linkDirect link
Milner, Andrea R.; Sondergeld, Toni A.; Demir, Abdulkadir; Johnson, Carla C.; Czerniak, Charlene M. – Journal of Science Teacher Education, 2012
The impact of No Child Left Behind (NCLB) mandated state science assessment on elementary teachers' beliefs about teaching science and their classroom practice is relatively unknown. For many years, the teaching of science has been minimized in elementary schools in favor of more emphasis on reading and mathematics. This study examines the…
Descriptors: Elementary School Science, Elementary Schools, Federal Legislation, Science Tests
Peer reviewed Peer reviewed
Direct linkDirect link
Aydeniz, Mehmet; Southerland, Sherry A. – Journal of Science Teacher Education, 2012
This study explored American high school and middle school science teachers' attitudes toward the use of standardized testing for accountability purposes, their justification for the attitudes they hold and the impact of standardized testing on their instructional and assessment practices. A total of 161 science teachers participated in the study.…
Descriptors: Student Evaluation, Testing, Standardized Tests, Program Effectiveness