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Direct linkSandholtz, Judith Haymore; Ringstaff, Cathy – Journal of Science Teacher Education, 2014
This longitudinal study examined the extent to which teachers' participation in a 3-year professional development program enhanced their self-efficacy and prompted changes in science instruction in the early elementary grades. The study used a mixed-methods design, and included 39 teachers who taught in kindergarten, first grade, or second…
Descriptors: Longitudinal Studies, Faculty Development, Self Efficacy, Teacher Effectiveness
Rees, Carol; Pardo, Richard; Parker, Jennifer – Journal of Science Teacher Education, 2013
This qualitative multiple-comparative case study investigates (1) The reported experiences and impressions of four pre-service teachers (PTs) on practicum placement in four different classrooms (grades 1-9) where a new Steps to Inquiry (SI) framework was being utilized to support students conducting open inquiry; (2) The relative dispositions of…
Descriptors: Preservice Teachers, Practicums, Science Instruction, Inquiry
Shanahan, Therese; Shea, Lauren M. – Journal of Science Teacher Education, 2012
English learners are faced with the dual challenge of acquiring English while learning academic content through the medium of the new language (Lee et al. in "J Res Sci Teach" 45(6):726-747, 2008; Stoddart et al. in "J Res Sci Teach" 39(8):664-687, 2002) and therefore need specific accommodations to achieve in both English and the content areas.…
Descriptors: Self Efficacy, Learning Strategies, Second Language Learning, Professional Development
Van Duzor, Andrea Gay – Journal of Science Teacher Education, 2012
In many innovative science content professional development (PD) courses for teachers, science concepts are situated within pedagogical contexts, or in other words, science content is incorporated within contexts relevant to teaching and student learning. Pedagogical contexts are often used because they are believed to be engaging for teachers and…
Descriptors: Evidence, Chemistry, Educational Change, Professional Development
Sandholtz, Judith Haymore; Ringstaff, Cathy – Journal of Science Teacher Education, 2011
This study investigated the extent to which teacher professional development led to changes in science instruction in K-2 classrooms in rural school districts. The research specifically examined changes in (a) teachers' content knowledge in science; (b) teachers' self-efficacy related to teaching science; (c) classroom instructional time allotted…
Descriptors: Science Instruction, Elementary School Science, Faculty Development, Rural Schools
Cullen, Theresa A.; Akerson, Valarie L.; Hanson, Deborah L. – Journal of Science Teacher Education, 2010
Teachers are required to work with data on a daily basis to assess the effectiveness of their teaching strategies, but may not approach it as research. This paper presents a reflective discussion of how and when a professional development team used an action research project to help 12 K-6 teachers explore the effectiveness of reform based Nature…
Descriptors: Action Research, Faculty Development, Teaching Methods, Inquiry
