NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Teachers22
Laws, Policies, & Programs
No Child Left Behind Act 20011
Assessments and Surveys
What Works Clearinghouse Rating
Showing 1 to 15 of 100 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Kolonich, Angela; Richmond, Gail; Krajcik, Joseph – Journal of Science Teacher Education, 2018
In "A Framework for K-12 Science Education," the National Research Council frames inclusive science instruction as a collection of strategies for teachers to engage students. In this conceptual article, we reframe inclusive science instruction by examining the literature in science and multicultural education and describe five elements…
Descriptors: Teaching Methods, Science Instruction, Video Technology, Urban Schools
Peer reviewed Peer reviewed
Direct linkDirect link
Steele, Astrid – Journal of Science Teacher Education, 2016
Set against the backdrop of a STEM-based (science, technology, engineering and mathematics) activity in a teacher education science methods class, the author examines the need for ethics education to be partnered with STEM education. To make the case, the origin of the STEM initiative, undertaken and strongly supported by both US government and…
Descriptors: STEM Education, Teacher Education Programs, Ethics, Educational History
Peer reviewed Peer reviewed
Direct linkDirect link
Zeidler, Dana L.; Herman, Benjamin C.; Clough, Michael P.; Olson, Joanne K.; Kahn, Sami; Newton, Mark – Journal of Science Teacher Education, 2016
This editorial examines significant deleterious issues that have emerged unchecked, and seemingly embraced unwittingly, by the greater science education community, the public at-large, and even segments of the international science education community. Their claims are grounded in three main cases that are distinct, yet intertwined with one…
Descriptors: Science Education History, Trend Analysis, Preservice Teacher Education, Engineering Education
Peer reviewed Peer reviewed
Direct linkDirect link
McComas, William F.; Nouri, Noushin – Journal of Science Teacher Education, 2016
This paper provides a detailed analysis of the inclusion of aspects of nature of science (NOS) in the "Next Generation Science Standards" (NGSS). In this new standards document, NOS elements in eight categories are discussed in Appendix H along with illustrative statements (called exemplars). Many, but not all, of these exemplars are…
Descriptors: Scientific Principles, Science Education, Academic Standards, Course Content
Peer reviewed Peer reviewed
Direct linkDirect link
Matuk, Camillia; Gerard, Libby; Lim-Breitbart, Jonathan; Linn, Marcia – Journal of Science Teacher Education, 2016
Technology can enhance teachers' practice in multiple ways. It can help them better understand patterns in their students' thinking, manage class progress at individual and group levels, and obtain evidence to inform modifications to curriculum and instruction. Such technology is most effective when it is aligned with teachers' goals and…
Descriptors: Teacher Empowerment, Teacher Improvement, Educational Strategies, Partnerships in Education
Peer reviewed Peer reviewed
Direct linkDirect link
Whitworth, Brooke A.; Chiu, Jennifer L. – Journal of Science Teacher Education, 2015
Professional development in science education aims to support teacher learning with the ultimate goal of improving student achievement. A multitude of factors influence teacher change and the effectiveness of professional development. This review of the literature explores these factors and identifies school and district science leaders as a…
Descriptors: Faculty Development, Science Instruction, Science Teachers, Science Achievement
Peer reviewed Peer reviewed
Direct linkDirect link
Treagust, David F.; Won, Mihye; Petersen, Jacinta; Wynne, Georgie – Journal of Science Teacher Education, 2015
In this article, we describe how teachers in the Australian school system are educated to teach science and the different qualifications that teachers need to enter the profession. The latest comparisons of Australian students in international science assessments have brought about various accountability measures to improve the quality of science…
Descriptors: Foreign Countries, Science Instruction, Teaching Methods, Educational Policy
Peer reviewed Peer reviewed
Direct linkDirect link
Olson, Joanne K.; Tippett, Christine D.; Milford, Todd M.; Ohana, Chris; Clough, Michael P. – Journal of Science Teacher Education, 2015
This article provides a description of science teacher education policy in Canada and the USA. We focus on qualifications and procedures to obtain an initial teaching license, requirements for license renewal, and trends in our respective countries. In both countries, science teacher education is the responsibility of the province or state, rather…
Descriptors: Science Teachers, Teacher Education, Educational Policy, Foreign Countries
Peer reviewed Peer reviewed
Direct linkDirect link
Cofré, Hernán; González-Weil, Corina; Vergara, Claudia; Santibáñez, David; Ahumada, Germán; Furman, Melina; Podesta, María E.; Camacho, Johanna; Gallego, Rómulo; Pérez, Royman – Journal of Science Teacher Education, 2015
In this review, the main characteristics of science teacher education in three countries in South America, namely Argentina, Chile and Colombia, are examined. Although reforms toward constructivist and inquiry-based teaching in science instruction have been made in each of the three reviewed countries, each country demonstrates limitations in the…
Descriptors: Science Teachers, Teacher Education Programs, Foreign Countries, Educational Change
Peer reviewed Peer reviewed
Direct linkDirect link
Evagorou, Maria; Dillon, Justin; Viiri, Jouni; Albe, Virginie – Journal of Science Teacher Education, 2015
A number of reports recently identify that the quality of science education in a number of European countries is lower than expected. One of the reasons for the apparent underachievement in this generally economically prosperous continent might be a pedagogy of science that lacks variety, or a pedagogy that is less engaging than other subjects.…
Descriptors: Foreign Countries, Teacher Education Programs, Cross Cultural Studies, Science Education
Peer reviewed Peer reviewed
Direct linkDirect link
Kahn, Sami; Lewis, Anna R. – Journal of Science Teacher Education, 2014
Students with disabilities are increasingly included in general education science classrooms and are expected to demonstrate academic proficiency on standardized assessments. Teacher preparation and attitudes have been cited as major factors contributing to either the success or failure of students with disabilities in science. In order to assess…
Descriptors: Teacher Attitudes, Science Instruction, Teacher Education, Standardized Tests
Peer reviewed Peer reviewed
Direct linkDirect link
Bradbury, Leslie U. – Journal of Science Teacher Education, 2014
The purpose of this paper is to review the literature published during the last 20 years that investigates the impact of approaches that describe themselves as integrating science and language arts on student learning and/or attitude at the elementary level. The majority of papers report that integrated approaches led to greater student…
Descriptors: Science Instruction, Language Arts, Interdisciplinary Approach, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Pruitt, Stephen L. – Journal of Science Teacher Education, 2014
Beginning in January of 2010, the Carnegie Corporation of New York funded a two-step process to develop a new set of state developed science standards intended to prepare students for college and career readiness in science. These new internationally benchmarked science standards, the Next Generation Science Standards (NGSS) were completed in…
Descriptors: Academic Standards, Science Achievement, Performance Factors, State Standards
Peer reviewed Peer reviewed
Direct linkDirect link
McConnell, Tom J.; Parker, Joyce M.; Eberhardt, Jan – Journal of Science Teacher Education, 2013
One of the characteristics of effective science teachers is a deep understanding of science concepts. The ability to identify, explain and apply concepts is critical in designing, delivering and assessing instruction. Because some teachers have not completed extensive courses in some areas of science, especially in middle and elementary grades,…
Descriptors: Prior Learning, Problem Based Learning, Teaching Methods, Science Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Johnson, Carla C. – Journal of Science Teacher Education, 2013
Enactment of federal educational policy has direct implications for states and local school districts across the nation, particularly in the areas of accountability and funding. This study utilized constructivist grounded theory to examine the impact of policy on science education reform in a large, urban school district over a 5-year period. The…
Descriptors: Accountability, Science Education, Educational Change, Grounded Theory
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7