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Showing 1 to 15 of 133 results Save | Export
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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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McFadden, Justin – Journal of Science Teacher Education, 2019
The current study, a uniquely challenging failed partnership, describes via an exploratory case study design the endeavors of a single middle school science teacher as he translated the reform messages of the Next Generation Science Standards into actual classroom practice. Data collected from both within and outside of the classroom revealed the…
Descriptors: Middle School Teachers, Science Teachers, Educational Change, Academic Standards
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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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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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Pleasants, Jacob; Olson, Joanne K.; Tank, Kristina M. – Journal of Science Teacher Education, 2019
Engineering design activities are a common way for teachers to incorporate engineering into their science classrooms, as called for by current science policy documents in the United States. However, little is known about how teachers prioritize different learning objectives during engineering design lessons. Understanding teachers' thinking on…
Descriptors: Engineering Education, Elementary School Teachers, Elementary School Students, Design
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Alt, Dorit – Journal of Science Teacher Education, 2018
As explicit administrative expectations to use meaningful inquiry-based instructional activities and formative assessment tasks might influence teachers' classroom practices, this study assessed science teachers' use of contemporary educational activities and assessment tasks above and beyond their conceptions of traditional teaching and learning…
Descriptors: Science Teachers, Teacher Attitudes, Teaching Methods, Elementary School Teachers
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Zangori, Laura; Foulk, Jaimie; Sadler, Troy D.; Peel, Amanda – Journal of Science Teacher Education, 2018
Engaging learners in modeling practices can promote substantial science learning, and anchoring science teaching in societal issues can promote student motivation to learn and make learning experiences more meaningful. However, elementary teachers have had few prior experiences with either modeling or socioscientific issues (SSI) and so are…
Descriptors: Elementary School Teachers, Teacher Attitudes, Faculty Development, Communities of Practice
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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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O' Dwyer, Anne – Journal of Science Teacher Education, 2018
This article uses an existing evaluation framework to exemplify how an organic chemistry program for high school teachers facilitated their professional development. Chemistry teachers from 6 different high schools participated in the program. The professional development program was informed by a constructivist theoretical background in which…
Descriptors: High School Students, Faculty Development, Teaching Methods, Organic Chemistry
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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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Kang, Emily J. S.; Donovan, Corinne; McCarthy, Mary Jean – Journal of Science Teacher Education, 2018
The aim of this study was to assess elementary teachers' pedagogical content knowledge (PCK) of and confidence in their ability to support students in enacting the science and engineering practices (SEPs) of the Next Generation Science Standards. Findings from this study were used to inform the planning of a professional development program for…
Descriptors: Pedagogical Content Knowledge, Elementary School Teachers, Engineering Education, Science Education
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Underwood, Janice Bell; Mensah, Felicia Moore – Journal of Science Teacher Education, 2018
Science teacher educators (STEs) openly suggest that kindergarten-Grade 12 teachers must be prepared to teach all students, especially diverse learners, who may be marginalized in and by science; however, how STEs prepare preservice teachers to engage and empower diverse students in science teacher education needs further research. Therefore,…
Descriptors: Teacher Educators, Teacher Attitudes, Culturally Relevant Education, Science Teachers
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Sen, Mehmet; Öztekin, Ceren; Demirdögen, Betül – Journal of Science Teacher Education, 2018
This study focused on how science teachers' content knowledge influences their pedagogical content knowledge (PCK) with respect to the topic of cell division. The data were collected from 3 in-service teachers using interviews; observations; and teacher-provided documents, including written-answer exams. The participants' content knowledge was…
Descriptors: Science Instruction, Pedagogical Content Knowledge, Case Studies, Science Teachers
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Luna, Melissa J.; Selmer, Sarah J.; Rye, James A. – Journal of Science Teacher Education, 2018
Building on the work of teacher noticing, this study investigated teachers' noticing of students' thinking evident in artifacts from their science teaching context. Prior work on teachers' noticing in science has generally focused on noticing students' thinking surrounding specific disciplinary content. We asked 20 elementary teachers to identify…
Descriptors: Science Instruction, Engineering, Standards, Thinking Skills
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Lee, Soon Chun; Nugent, Gwen; Kunz, Gina M.; Houston, James; DeChenne-Peters, SueEllen – Journal of Science Teacher Education, 2018
One major implication of the Next Generation Science Standards is the need to integrate inquiry and practice and incorporate engineering into science education. To support teachers' change efforts in a time of heightened science, technology, engineering, and mathematics standards for all students, effective professional development (PD) is…
Descriptors: Case Studies, Value Added Models, Distance Education, Coaching (Performance)
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