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Nixon, Ryan S.; Toerien, Rene; Luft, Julie A. – School Science and Mathematics, 2019
Despite agreement among teacher educators, scholars, and policymakers on the importance of teachers' subject matter knowledge (SMK), existing models provide limited information about the nature of this foundational component of teacher knowledge. The common assumption is that teachers need to know more about the science subject matter than their…
Descriptors: Science Instruction, Pedagogical Content Knowledge, Knowledge Base for Teaching, Secondary School Teachers
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Fisher, Molly H.; Thomas, Jonathan; Jong, Cindy; Schack, Edna O.; Dueber, David – School Science and Mathematics, 2019
This paper examines the implementation of an instructional module on preservice elementary teachers' professional noticing of children's mathematical thinking. The module focuses on professional noticing skills through the content focus of early algebraic reasoning and uses complex video vignettes from whole class instruction in authentic…
Descriptors: Comparative Analysis, Teaching Methods, Thinking Skills, Elementary School Teachers
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I, Ji-Yeong – School Science and Mathematics, 2019
Implementing mathematically challenging tasks is difficult for teachers when working with emergent bilinguals because cognitively demanding tasks in mathematics commonly have high language demand. Currently, inadequate teacher preparation for teaching emergent bilinguals is becoming a significant concern in the United States as this population of…
Descriptors: Bilingualism, Preservice Teachers, Mathematics Instruction, Difficulty Level
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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
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Perkins Coppola, Matthew – School Science and Mathematics, 2019
Research indicates there is a need for teachers to experience multiple mastery experiences with engineering teaching in order to improve teaching engineering self-efficacy. To prepare future K-5 teachers to teach the engineering design process, one science methods course integrated 2-day engineering mini-units into the class meeting and…
Descriptors: Self Efficacy, Teaching Methods, Engineering Education, Preservice Teacher Education
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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
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Baran, Evrim; Canbazoglu Bilici, Sedef; Mesutoglu, Canan; Ocak, Ceren – School Science and Mathematics, 2019
There is an increasing awareness of out-of-school program value in enhancing student interest and understanding of science, technology, engineering, and mathematics (STEM). This study examined the impact of an out-of-school STEM education program on student attitudes toward STEM disciplines and STEM careers. A STEM education program implemented at…
Descriptors: STEM Education, Student Interests, Student Attitudes, Career Choice
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Livstrom, Illana C.; Szostkowski, Alaina H.; Roehrig, Gillian H. – School Science and Mathematics, 2019
In theory, STEM (interdisciplinary science, technology, engineering and mathematics) is cross-disciplinary and situated in real-world problem-solving contexts. In practice, STEM disciplines are often implemented separately using contrived contexts. This paper examines theoretical and empirical aspects of Montessori middle school science in the…
Descriptors: STEM Education, Montessori Method, Problem Solving, Middle Schools
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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
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Casa, Tutita M.; MacSwan, Juliana R.; LaMonica, Kara E.; Colonnese, Madelyn W.; Firmender, Janine M. – School Science and Mathematics, 2019
Curriculum guidelines and professional organizations' recommendations lack details about how often and how much students should write in mathematics and what characteristics should define their writing. This study presents an analytic framework that addresses how often students are prompted in student mathematics books to write, how much they may…
Descriptors: Grade 3, Content Area Writing, Elementary School Mathematics, Elementary School Students
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Lucas, Lyrica L.; Lewis, Elizabeth B. – School Science and Mathematics, 2019
Findings from physics education research strongly point to the critical need for teachers' use of multiple representations in their instructional practices such as pictures, diagrams, written explanations, and mathematical expressions to enhance students' problem-solving ability. In this study, we explored use of problem-solving tasks for…
Descriptors: High School Students, Physics, Problem Solving, Scaffolding (Teaching Technique)
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Witherspoon, Taajah Felder – School Science and Mathematics, 2019
The goal of this research was to examine fifth graders' understanding of fractions on the number line. This case-study design focused on the various ways that students represented fractions on number lines. Students responded to task-based interview questions by identifying fractions as a number on the number line as well as equivalency and…
Descriptors: Grade 5, Fractions, Numbers, Visual Aids
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Jung, Hyunyi; Stehr, Eryn M.; He, Jia – School Science and Mathematics, 2019
Engaging with mathematical modeling can support learners to collaboratively explore mathematics in integrated ways as well as generate mathematical ideas and representations that may be useful in everyday life. Although several studies provide diverse insights into teaching and learning mathematical modeling, research has yet to be conducted on…
Descriptors: Mathematical Models, Secondary School Mathematics, Preservice Teachers, Preservice Teacher Education
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White, Chris; Marshall, Jeff C.; Alston, Danny – School Science and Mathematics, 2019
School STEM Culture--an aspect of culture within a school community--is defined as the beliefs, values, practices, and resources in STEM fields as perceived by students, parents, teachers, and administrators and counselors within a school. This study validates the STEM Culture Assessment Tool (STEM-CAT), an instrument intended to advance the use…
Descriptors: School Culture, STEM Education, Test Construction, Test Validity
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Sondergeld, Toni A.; Johnson, Carla C. – School Science and Mathematics, 2019
In response to the call for more rigorously validated educational assessments, this study used an iterative multimethod validation process to develop and validate outcomes from the 21st Century Skills Assessment global rating scale. Qualitative and quantitative data sources were used to inform four types of validity evidence: content, response…
Descriptors: 21st Century Skills, Test Construction, Test Validity, Educational Assessment
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