ERIC Number: EJ782081
Record Type: Journal
Publication Date: 2007
Inquiry-Oriented Instruction in Science: Who Teaches that Way?
Smith, Thomas M.; Desimone, Laura M.; Zeidner, Timothy L.; Dunn, Alfred C.; Bhatt, Monica; Rumyantseva, Nataliya L.
Educational Evaluation and Policy Analysis, v29 n3 p169-199 2007
The expansion of the No Child Left Behind Act to include science standards and assessments is likely to refocus states' attention on science teaching and learning. Requiring teachers to have subject majors and greater funding of professional development are two key policy levers for improving instruction in science. There has been relatively little work examining the characteristics of teachers who are most likely to initiate inquiry-oriented instruction in science classrooms. Using a nationally representative sample of the teachers of eighth grade science students, the authors found relatively strong associations between reform-oriented practice and the majors and degrees that teachers earned as part of their formal schooling, as well as their current levels of participation in content-oriented professional development activities. (Contains 2 figures, 7 tables and 5 notes.)
Descriptors: Majors (Students), Federal Legislation, Educational Change, Inquiry, Grade 8, Professional Development, Science Education, Science Instruction, Teaching Methods, Teacher Education, Academic Standards, Educational Policy, Academic Degrees, Secondary School Teachers, Science Teachers
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305B040110