NotesFAQContact Us
Collection
Advanced
Search Tips
Laws, Policies, & Programs
Individuals with Disabilities…1
What Works Clearinghouse Rating
Showing 1 to 15 of 171 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Asempapa, Reuben S. – School Science and Mathematics, 2019
This article describes the development, initial validation, and psychometric evaluation of the mathematical modeling attitude scale (MMAS). Specifically, both qualitative and quantitative techniques were used to generate relevant items. The MMAS assesses K-12 teachers' attitude toward mathematical modeling and examines their experiences with…
Descriptors: Attitude Measures, Mathematical Models, Test Construction, Psychometrics
Peer reviewed Peer reviewed
Direct linkDirect link
Du, Wenbin; Liu, Denghui; Johnson, Carla C.; Sondergeld, Toni A.; Bolshakova, Virginia L. J.; Moore, Tamara J. – School Science and Mathematics, 2019
This study of a state-funded, 3-year implementation of an integrated STEM professional development (PD) program for teachers from two middle schools in the midwestern U.S. examined if participants in the PD were enabled to transform their practice and perceptions of STEM. An integrated STEM approach includes a focus on the STEM disciplines, along…
Descriptors: Instructional Effectiveness, STEM Education, Faculty Development, Teacher Effectiveness
Peer reviewed Peer reviewed
Direct linkDirect link
Kosko, Karl W. – School Science and Mathematics, 2019
Visual representations and manipulatives are a highly advocated mathematical tool for the teaching and learning of multiplication and division. Although there is some prior research on elementary teachers' general use of manipulatives and visual representations, there is little to no specific focus on use of such representations on a specific…
Descriptors: Grade 3, Elementary School Teachers, Mathematical Concepts, Mathematics Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Killough, Joy K.; Stuessy, Carol L. – School Science and Mathematics, 2019
Can participation in a 4-day workshop change science teachers' beliefs about reformed science teaching? We observe a significant difference between pre- and post-workshop surveys and explore an unexpected relationship involving teaching experience. Results of this exploratory study indicate a significant correlation between high school science…
Descriptors: Teacher Attitudes, Attitude Change, Science Teachers, Teacher Workshops
Peer reviewed Peer reviewed
Direct linkDirect link
Pearce, Erin; de la Fuente, Yohanis; Hartweg, Beau; Weinburgh, Molly – School Science and Mathematics, 2019
To increase the likelihood for continuous growth and improvement, professional development for high school biology teachers should include long-term, targeted instruction with an accompanying peer-coaching component. This study examined the views of biology teachers who were engaged in a two-year professional development program, which included a…
Descriptors: Peer Teaching, Coaching (Performance), Biology, Science Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Hughes, Pamela; Swars Auslander, Susan; Stinson, David W.; Fortner, C. Kevin – School Science and Mathematics, 2019
This quantitative study investigated the relationships among practicing elementary teachers' (N = 153) beliefs about mathematics and its teaching and learning, mathematics anxiety, and instructional practices in mathematics. When viewed singly, the findings reveal the teachers with higher levels of mathematics anxiety tend to use less…
Descriptors: Elementary School Teachers, Teacher Attitudes, Beliefs, Mathematics Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Utley, Juliana; Ivey, Toni; Hammack, Rebekah; High, Karen – School Science and Mathematics, 2019
The Next Generation Science Standards emphasizes the inclusion of engineering practices throughout the K-12 science curriculum. Therefore, elementary educators need to be knowledgeable about engineering and engineering careers so that they can expose their students to engineering. The purpose of this study was to examine the effect of engineering…
Descriptors: Engineering Education, Elementary School Teachers, Inservice Teacher Education, Faculty Development
Peer reviewed Peer reviewed
Direct linkDirect link
Smith, Erica L.; Parker, Carolyn A.; McKinney, David; Grigg, Jeffrey – School Science and Mathematics, 2018
The study was situated in a National Science Foundation supported Math Science Partnership between a private university and an urban school district. This study sought to understand the decision-making process of elementary teachers as they implement an integrated science, technology, engineering, and mathematics (STEM) curriculum in their…
Descriptors: Urban Schools, Elementary School Teachers, Case Studies, Comparative Analysis
Peer reviewed Peer reviewed
Direct linkDirect link
Riggs, Iris M.; Fischman, Davida D.; Riggs, Matt L.; Jetter, Madeleine E.; Jesunathadas, Joseph – School Science and Mathematics, 2018
Efforts to measure teacher self-efficacy beliefs have built upon the theories of Albert Bandura. Continuing in that vein, the purpose of this study was to develop a measure that assesses teachers' efficacy and expectancy beliefs regarding teaching mathematics with an emphasis on conceptual understanding and mathematical practices, and to use this…
Descriptors: Teacher Attitudes, Beliefs, Correlation, Mathematics Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Owens, David C.; Sadler, Troy D.; Murakami, Christopher D.; Tsai, Chia-Lin – School Science and Mathematics, 2018
While much is known about the characteristics that researchers deem valuable for professional development (PD), teachers' perceptions of their PD needs are less understood. In this study, we sought to explore teachers' perceptions of their PD needs, including PD format, time frame, and topics covered, and how those perceptions varied by teachers'…
Descriptors: Teacher Attitudes, Preferences, Faculty Development, STEM Education
Peer reviewed Peer reviewed
Direct linkDirect link
Amador, Julie M. – School Science and Mathematics, 2018
As teachers design lessons, their considerations influence their instructional practice. Researchers have found that teachers often have preconceived ideas about gender and large-scale assessment data show gender differences in mathematics achievement. Given the differences in gender performance, and recognizing the role that gender considerations…
Descriptors: Lesson Plans, Teacher Characteristics, Gender Differences, Elementary School Mathematics
Peer reviewed Peer reviewed
Direct linkDirect link
Kotsopoulos, Donna; Makosz, Samantha; Zambrzycka, Joanna; Cordy, Michelle – School Science and Mathematics, 2018
International standardized tests are showing an underperformance of students in geometry and spatial ability relative to other content domains. In this research, we examined the relationship between a teacher's judgment of third- and fourth-grade students' geometry and spatial ability (i.e., grades), three spatial ability tasks (Water-Level-Task,…
Descriptors: Mathematics Achievement, Geometry, Spatial Ability, Grade 3
Peer reviewed Peer reviewed
Direct linkDirect link
Smith, Janette; Nadelson, Louis – School Science and Mathematics, 2017
Preparing elementary-level teachers to teach in alignment with the eight Next Generation Science Standards (NGSS) practices could prove to be a daunting endeavor. However, the process may be catalyzed by leveraging elements of teacher science instruction that inherently attend to the practice standards. In this study, we investigated the science…
Descriptors: Alignment (Education), Elementary School Teachers, Teacher Attitudes, Integrated Curriculum
Peer reviewed Peer reviewed
Direct linkDirect link
Mentzer, Gale A.; Czerniak, Charlene M.; Brooks, Lisa – School Science and Mathematics, 2017
Project-based science (PBS) aligns with national standards that assert children should learn science by actively engaging in the practices of science. Understanding and implementing PBS requires a shift in teaching practices away from one that covers primarily content to one that prompts children to conduct investigations. A common challenge to…
Descriptors: Active Learning, Student Projects, Science Projects, Faculty Development
Peer reviewed Peer reviewed
Direct linkDirect link
Knaggs, Christine M.; Sondergeld, Toni A.; Henry, Dawn – School Science and Mathematics, 2017
Using a quasi-experimental mixed methods concurrent design, this study measured the science self-efficacy of pre-service elementary teachers before and after a survey of science content course. Further, this course was delivered in two different formats: face-to-face and hybrid (approximately 50% online), and compared pre-and post-science…
Descriptors: Science Instruction, Self Efficacy, Preservice Teachers, Online Courses
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  12