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| In 2015 | 3 |
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| Literature Reviews | 3 |
| Educational Practices | 2 |
| Meta Analysis | 2 |
| Science Curriculum | 2 |
| Accountability | 1 |
| Alignment (Education) | 1 |
| Beginning Teacher Induction | 1 |
| Beginning Teachers | 1 |
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| Studies in Science Education | 3 |
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| Campbell, Benjamin K. | 1 |
| Chang, Hsin-Yi | 1 |
| Chiu, Jennifer L. | 1 |
| Dubois, Shannon L. | 1 |
| Linn, Marcia C. | 1 |
| Luft, Julie A. | 1 |
| McElhaney, Kevin W. | 1 |
| Nixon, Ryan S. | 1 |
| Ryder, Jim | 1 |
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| Information Analyses | 3 |
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| Reports - Research | 3 |
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Being Professional: Accountability and Authority in Teachers' Responses to Science Curriculum Reform
Peer reviewed
Direct linkRyder, Jim – Studies in Science Education, 2015
The science curriculum is a focus of repeated reform in many countries. However, the enactment of such reforms within schools rarely reflects the intended outcomes of curriculum designers. This review considers what we know about the experiences and reflections of teachers in the enactment of externally driven school science curriculum reform.…
Descriptors: Accountability, Science Curriculum, Curriculum Development, Teacher Response
Luft, Julie A.; Dubois, Shannon L.; Nixon, Ryan S.; Campbell, Benjamin K. – Studies in Science Education, 2015
National standards for teachers are becoming more common. For newly hired teachers of science (NHTS), these standards have implications for how they are prepared and supported in their early years. In order to guide educators who prepare and study teachers of science and support NHTS, this review examines 30 years of research pertaining to…
Descriptors: Science Teachers, Beginning Teachers, National Standards, Pedagogical Content Knowledge
McElhaney, Kevin W.; Chang, Hsin-Yi; Chiu, Jennifer L.; Linn, Marcia C. – Studies in Science Education, 2015
Dynamic visualisations capture aspects of scientific phenomena that are difficult to communicate in static materials and benefit from well-designed scaffolds to succeed in classrooms. We review research to clarify the impacts of dynamic visualisations and to identify instructional scaffolds that mediate their success. We use meta-analysis to…
Descriptors: Science Curriculum, Science Materials, Visualization, Evidence
