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de Graaf, Arjan; Westbroek, Hanna; Janssen, Fred – Journal of Science Teacher Education, 2019
In this study we investigated how a theoretical framework we developed for making differentiated instruction practical worked out in a trajectory (1 year, 5 sessions) that aimed to support 5 secondary biology teachers in designing differentiated instruction practices. The key feature of the framework is the development of cost-effective…
Descriptors: Individualized Instruction, Biology, Science Teachers, Genetics
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Wu, Shelly C.; Silveus, Allison; Vasquez, Stacy; Biffi, Daniella; Silva, Cecilia; Weinburgh, Molly – Journal of Science Teacher Education, 2019
To bridge the gap for English language learners (ELLs) in science, hybrid language affords the opportunity for students to communicate through various modes, including natural language, visual representations, mathematical expressions, and manual-technical operations. The purpose of this study was to investigate how ELLs use hybrid language (a) to…
Descriptors: Science Instruction, English Language Learners, Language Usage, Persuasive Discourse
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Heineke, Amy J.; Smetana, Lara; Carlson Sanei, Jenna – Journal of Science Teacher Education, 2019
Teacher education programs are responsible for preparing science teachers for today's culturally and linguistically diverse classrooms, which includes preparing them to support students' science learning and language development. Given the rapid growth in linguistic diversity across the country, science teacher preparation for English learners,…
Descriptors: Case Studies, Bilingualism, Preservice Teachers, Science Teachers
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Günther, Sarah Lena; Fleige, Jennifer; zu Belzen, Annette Upmeier; Krüger, Dirk – Journal of Science Teacher Education, 2019
Pedagogical content knowledge (PCK) and content knowledge (CK) are important dimensions of teachers' professional knowledge that are addressed in education programs for science teachers. In this article we present the structure, content, and evaluation of a preservice biology teachers' training program (N=173) to develop an elaborate understanding…
Descriptors: Case Method (Teaching Technique), Preservice Teachers, Biology, Science Instruction
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Bancroft, Senetta F.; Herrington, Deborah G.; Dumitrache, Roxana – Journal of Science Teacher Education, 2019
This quasi-experimental study evaluated middle- and high-school science teachers' implementation of three-dimensional (3D) instruction as defined by the "Next Generation Science Standards." Teachers participated in a long-term professional development (PD) program designed to increase their use of inquiry-based science instruction. We…
Descriptors: Secondary School Teachers, Science Teachers, Science Instruction, Teaching Methods
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Navy, Shannon L.; Maeng, Jennifer L.; Bell, Randy L. – Journal of Science Teacher Education, 2019
Although there is growing understanding of beginning secondary science teacher learning and development in the United States, little is known about their learning experiences at professional development (PD) conferences. To increase knowledge in this area, this study investigated the experiences of 68 beginning secondary science teachers at a…
Descriptors: State Programs, Faculty Development, Conferences (Gatherings), Science Teachers
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Thompson, Stephen L.; Emmer, Ed – Journal of Science Teacher Education, 2019
This exploratory case study centered on 3 beginning elementary science teachers who experienced variations in practice-based instructional approaches within their elementary teacher development sequence. We define "practice-based instructional approaches" as engaging with teaching approximations that occur in authentic classroom settings…
Descriptors: Methods Courses, Science Instruction, Science Teachers, Elementary School Teachers
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Tsybulsky, Dina; Oz, Atar – Journal of Science Teacher Education, 2019
The current research is based on the phenomenological-qualitative paradigm. The goal was to examine the significant experiences, attitudes, and pedagogical practices of 17 Israeli student teachers in the science-teaching track regarding the use of project-based learning (PBL) as a pedagogical method, which they implemented in elementary schools…
Descriptors: Science Teachers, Program Implementation, Problem Based Learning, Elementary Schools
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Campbell, Todd; McKenna, Thomas J.; Fazio, Xavier; Hetherington-Coy, Amy; Pierce, Patrick – Journal of Science Teacher Education, 2019
This research investigates the assumptions underlying the work of a research-practice partnership (RPP) made up of university science teacher educators and mentoring science teachers. With increased attention to what have been described as significant shifts proposed in science teaching and learning connected to recent standards documents in the…
Descriptors: Science Teachers, Partnerships in Education, Teacher Educators, Mentors
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Spatz, Verena; Wilhelm, Thomas; Hopf, Martin; Waltner, Christine; Wiesner, Hartmut – Journal of Science Teacher Education, 2019
The project described here was aimed at developing and evaluating a novel curriculum with corresponding instructional materials for middle school students on an introduction to Newtonian mechanics, based on physics education research findings. A case study showed that teachers who attended a half-day workshop on the curriculum subsequently enacted…
Descriptors: Physics, Science Instruction, Faculty Development, Curriculum Development
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Sinapuelas, Michelle L.; Lardy, Corinne; Korb, Michele A.; Bae, Christine Lee; DiStefano, Rachelle – Journal of Science Teacher Education, 2019
The Next Generation Science Standards (NGSS) and the Framework for K-12 Science Education (NRC, 2012) on which they are based, describe a new vision for science education that includes having students learn science in a way that more closely aligns to how scientists and engineers work and think. Accomplishing this goal will require teacher…
Descriptors: Preservice Teachers, Preservice Teacher Education, Science Teachers, Science Instruction
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Jackson, Julie K.; Huerta, Margarita; Garza, Tiberio; Narvaez, Rose – Journal of Science Teacher Education, 2019
This study addressed the pressing need to help adolescent English learning and economically disadvantaged student populations succeed in science and close achievement gaps. It reports the results of a two-year professional development initiative implemented at a high-poverty suburban high school in South Texas. We examined how the combination of…
Descriptors: English Language Learners, High School Students, At Risk Students, Economically Disadvantaged
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Wallace, Carolyn S.; Coffey, Debra J. – Journal of Science Teacher Education, 2019
The purpose of this study was to investigate the ways in which preservice elementary teacher candidates designed integrated reading and science lessons that evoked the use of similar cognitive skills in both subjects, such as sequencing, predicting, classifying, or noting cause and effect. The authors provided the candidates with a lesson plan…
Descriptors: Elementary School Teachers, Preservice Teachers, Interdisciplinary Approach, Content Area Reading
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Scharfenberg, Franz-Josef; Bogner, Franz X. – Journal of Science Teacher Education, 2019
To meet the requirements of students' cooperative learning, our quasi-experimental study addresses how preservice teachers (PSTs), as a component of their procedural pedagogical content knowledge (PCK), might develop more adequate tutor-student interactions during students' experimentation. Applying the assignment-assistance tutoring model, we…
Descriptors: Role Playing, Tutoring, Preservice Teacher Education, Preservice Teachers
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Collins, Larry; Cavagnetto, Andy; Ferry, Nicole; Adesope, Olusola; Baldwin, Kathryn; Morrison, Judith; Premo, Joshua – Journal of Science Teacher Education, 2019
Reform documents like the Next Generation Science Standards call for the integration of science practices and content. One such framework that leverages science practices to support learning of content and practices is the Science Writing Heuristic (SWH). This study examined where 33 teachers focused their attention over the course of a 3-year…
Descriptors: Teacher Response, Faculty Development, Teacher Attitudes, Science Instruction
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