Modeling Instruction holds the potential for transforming science instruction and improving student achievement. Key to the success of Modeling Instruction, however, is the fidelity of implementation of its curriculum. This qualitative study examined the impact of Modeling Instruction professional development on participating teachers'…

In this article we describe current educational research underlying a comprehensive model for building a scientific classroom discourse community. We offer a professional development activity for a school-based professional learning community, providing specific science instructional strategies within this interactive teaching model. This design…

Science IDEAS is an evidence-based model that reflects interdisciplinary research findings that support the integration of literacy (e.g., reading comprehension) within science instruction in grades K-5. Presented is a framework for planning integrated science and literacy instruction in which six elements (hands-on investigations, reading,…

This paper investigates the impact of a two-year professional development program on teacher self-efficacy for inquiry-based instruction. The program utilizes scientist-teacher partnerships to develop content knowledge, inquiry-based instruction, and leadership skills for in-service STEM teachers. Participating teachers are administered a survey…

The author describes a professional development model for high school science teachers based on the framework of inquiry and science standards. The "Learn-Teach-Assess Inquiry" model focuses on guided inquiry labs as the central theme and builds on these labs to reinforce science concepts and abilities to understand and engage in inquiry in…

Making chemistry both accessible and interesting to middle and high school students can be difficult. Convincing middle and high school teachers that they will learn something new and applicable from a professional development workshop in chemistry can be equally challenging. This paper describes the use of material science as a means to enhance…

Magnetism is a topic frequently studied in elementary schools. Since magnetism is a popular topic and is included in national science education standards, it might be assumed that elementary teachers have a good understanding of this topic and that elementary students develop a good understanding of fundamental magnetism concepts. Unfortunately,…

Project TIES (Technology Integration Enhancing Science), a four-year K-8 Technology Literacy Challenge project, combined technology as a tool for teaching and learning with earth and environmental science education. This project provided teachers in two North Carolina school systems with professional development as well as technology equipment and…

Teachers who conduct research in the context of their own teaching practices can contribute to knowledge about reform-based instruction. This article provides examples that illustrate research by elementary, middle school, high school, and college faculty as well as the use of data such as transcripts of discussion, reflective journals, and copies…

Over the years, teachers and school leaders have engaged in some form of training beyond their formal preservice, university preparation programs. Whether referred to as in-service training, professional day, or staff or professional development, this activity normally had one purpose: to improve participant's knowledge or skills. With limited…

Half-way through this first decade of the 21st century, educators are working diligently to ensure that all students learn and schools demonstrate annual yearly progress. Schools are scrambling to find ways to reach students who are struggling. Once again professional development is being seen as a major tool to support improved practice and to…

A case is made that professional development activities in science, when designed as generic programs, can limit pathways individual teachers may take or even select to meet their specific professional development needs. Teacher professional development programs in science have consistently been designed to address system wide needs. These needs…

Discusses how reflection through metaphor can be a means by which preservice teachers and practicing teachers can share the development and constant modification of their personal philosophies of learning and teaching science. (Contains 16 references.) (Author)

Outlines a process for a professional development workshop whose intent is to help preservice and inservice science teachers gain an initial understanding of how the National Science Education Standards can be integrated into their teaching programs and practices. (Contains 30 references.) (Author)

Summarizes trends for teacher professional-development research and standards documents. Identifies several characteristics common to science-education professional-development development programs that can be used to increase the likelihood of program implementation and success. Contains 63 references. (WRM)