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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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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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Gul, Tugce; Demir, Kadir; Criswell, Brett – Journal of Science Teacher Education, 2019
Mentoring, as one of the formal teacher leadership roles, creates a space for teachers to display their leadership potential as it indirectly brings value to the school community (Ensher & Murphy, 2006). The purpose of this qualitative case study is to examine mentor teachers' perceptions whether they transfer their evolving mentoring skills…
Descriptors: Teacher Leadership, Mentors, Leadership Training, Leadership Role
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Harrell, Pamela Esprívalo; Thompson, Ruthanne; Brooks, Kanini – Journal of Science Teacher Education, 2019
This 5-year study investigated transfer and retention behavior for 76 science and mathematics teachers in the United States. Counter to the research literature, a bivariate correlation analysis showed that poverty, minority composition, and passing state exams did not impact a decision to transfer schools after the 1st year of teaching, although…
Descriptors: Science Teachers, Mathematics Teachers, Poverty, Discipline
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Mawyer, Kirsten K. N.; Johnson, Heather J. – Journal of Science Teacher Education, 2019
Educational reform needs to address the role of literacy in science if there is to be any hope of achieving the goal of literacy for all U.S. students. For reading to play a more prominent role in secondary science, teacher education programs need to develop and offer courses that familiarize preservice science teachers with disciplinary literacy.…
Descriptors: Reading Strategies, Scientific Literacy, Secondary School Teachers, Preservice Teachers
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Tinnell, Teresa L.; Tretter, Thomas R.; Thornburg, William; Ralston, Patricia S. – Journal of Science Teacher Education, 2019
This article reports on a modified faculty learning community (FLC) composed of university faculty from science education and a variety of engineering disciplines. This research investigated the efficacy of an intentional, long-term, ongoing, interdisciplinary collaboration to benefit the development of science teacher education, including…
Descriptors: Interdisciplinary Approach, Teacher Collaboration, Communities of Practice, Engineering Education
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Nugent, Gwen; Kunz, Gina; Houston, James; Wu, ChaoRong; Patwardhan, Irina; Lee, SoonChun; DeChenne-Peters, Sue Ellen; Luo, LinLin – Journal of Science Teacher Education, 2018
This study investigated the impact of a summer institute with follow-up coaching (treatment) versus no professional development (control) on middle and high school teacher and student science practice outcomes. Treatment teachers participated in a 2-week summer institute that used evidence-based professional development practices followed by…
Descriptors: Middle School Students, Middle School Teachers, High School Students, Secondary School Teachers
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Wray, Kraig A.; Richmond, Gail – Journal of Science Teacher Education, 2018
The national shortage of science teachers and the substantial teacher turnover rate in high-poverty schools are outcomes of multiple issues. Using a framework built on 2 constructs--teacher agency (typically examined in experienced rather than beginning teachers) and professional identity--we investigate how agency and identity interact and might…
Descriptors: Beginning Teachers, Science Teachers, Labor Turnover, Teacher Persistence
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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
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Titu, Preethi; Ring-Whalen, Elizabeth A.; Brown, Julie C.; Roehrig, Gillian H. – Journal of Science Teacher Education, 2018
In recent decades, schools in most Western countries, including the United States, have become increasingly culturally diverse. As global migration rises, cultural diversity in schools will continue to grow. Though an expansive research base has shown that teacher attitudes play an important role in student performance, comparatively little is…
Descriptors: Science Teachers, Teacher Attitudes, Attitude Change, Secondary School Teachers
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Mensah, Felicia Moore; Brown, Julie C.; Titu, Preethi; Rozowa, Paula; Sivaraj, Ramya; Heydari, Roya – Journal of Science Teacher Education, 2018
In this exploratory study, we use Banks's typology on multicultural curriculum reform as 1 strategy for developing multicultural, culturally relevant science teachers. Banks's typology discusses 4 approaches for integrating multicultural content into the school and university curriculum. In order to support the development of multicultural science…
Descriptors: Preservice Teachers, Inservice Teacher Education, Cultural Pluralism, Scientific Methodology
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Borgerding, Lisa A.; Dagistan, Murat – Journal of Science Teacher Education, 2018
The teaching of socioscientific issues (SSI) holds promise for advancing functional scientific literacy, promoting critical thinking, and providing an interesting context for learning required science content, but few teachers actually employ this teaching method in K-12 classrooms. One common reason cited by teachers is their concern about the…
Descriptors: Controversial Issues (Course Content), Preservice Teachers, Secondary School Teachers, Science Teachers
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Nehmeh, Ghada; Kelly, Angela M. – Journal of Science Teacher Education, 2018
High school physics teachers in the United States are often in a position of isolation, particularly in urban schools where access to physics is relatively limited. This study explored the issue of professional isolation and how it impacted 2 novice urban physics teachers. The a priori framework incorporated aspects of socialization and the…
Descriptors: High Schools, Secondary School Teachers, Physics, Science Teachers
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Nixon, Ryan S.; Hill, Kathleen M.; Luft, Julie A. – Journal of Science Teacher Education, 2017
Although studies repeatedly show both the importance of teachers' science subject matter knowledge (SMK) and the fact that teachers have limited SMK, there are few opportunities for teachers to formally enhance their understanding of science after entering the classroom. Therefore, there is significant need for teachers to develop their SMK…
Descriptors: Secondary School Science, Secondary School Teachers, Science Instruction, Science Teachers
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