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Gess-Newsome, Julie; Taylor, Joseph A.; Carlson, Janet; Gardner, April L.; Wilson, Christopher D.; Stuhlsatz, Molly A. M. – International Journal of Science Education, 2019
In this exploratory study, we attempted to measure potential changes in teacher knowledge and practice as a result of an intervention, as well as trace such changes through a theoretical path of influence that could inform a model of teacher professional knowledge. We created an instrument to measure pedagogical content knowledge (PCK), studied…
Descriptors: Pedagogical Content Knowledge, Academic Achievement, Intervention, Faculty Development
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Drits-Esser, Dina; Gess-Newsome, Julie; Stark, Louisa A. – Professional Development in Education, 2017
This two-year, mixed-methods study explored teacher learning during a year-long professional development programme and during the year following the programme. The study examined patterns of change in primary school teachers' inquiry practices, inquiry beliefs and physical science content knowledge during both years as well as the effects of…
Descriptors: Sustainability, Learning Processes, Retention (Psychology), Science Education
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Kirschner, Sophie; Borowski, Andreas; Fischer, Hans E.; Gess-Newsome, Julie; von Aufschnaiter, Claudia – International Journal of Science Education, 2016
Teachers' professional knowledge is assumed to be a key variable for effective teaching. As teacher education has the goal to enhance professional knowledge of current and future teachers, this knowledge should be described and assessed. Nevertheless, only a limited number of studies quantitatively measures physics teachers' professional…
Descriptors: Evaluation Methods, Tests, Test Format, Science Instruction
Levy, Abigail Jurist; Jia, Yueming; Marco-Bujosa, Lisa; Gess-Newsome, Julie; Pasquale, Marian – Science Educator, 2016
This study examined science programs, instruction, and student outcomes at 30 elementary schools in a large, urban district in the northeast United States in an effort to understand whether there were meaningful differences in the quality, quantity and cost of science education when provided by a science specialist or a classroom teacher. Student…
Descriptors: Science Instruction, Science Teachers, Elementary School Science, Urban Schools
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Bosch, Paul C.; Gess-Newsome, Julie – Qualitative Research in Education, 2014
Spanish speaking nurses are in great demand. For bilingual Hispanic undergraduate nursing students who might someday fill this need, interpersonal support can be a deciding factor in whether students successfully complete their program of study. This paper presents the results of an evaluative study of supportive relationships within a…
Descriptors: Program Evaluation, Nursing Education, Spanish, Hispanic American Students
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Ueckert, Catherine Wilcoxson; Gess-Newsome, Julie – Science Teacher, 2008
When students understand content deeply, they recognize main concepts and understand the relationships among ideas. But the typical processes students use to study are generally not designed to generate conceptual understandings. Instead, they tend to become passive learners. In this article, the authors present three commonly used classroom…
Descriptors: Classroom Techniques, Learning Strategies, Active Learning, Worksheets
Schwartz, Renee S.; Gess-Newsome, Julie – Science Educator, 2008
The authors report an empirical pilot study of current models of elementary science instruction that utilize science specialists, and make a call for the participation of schools and districts that use a specialist model to assist in collecting the descriptive data needed to create the foundation for future research on the use and impact of…
Descriptors: Pilot Projects, Models, Elementary School Science, Science Instruction
Benford, Russell; Gess-Newsome, Julie – Online Submission, 2006
Students in gateway business, math, and science courses at Northern Arizona University receive non-passing grades (grades of D, F, and W) at high rates. To identify possible trends in demographic groups that receive DFWs and to investigate why students receive DFWs in these courses, a student survey was administered to 719 students in 7 gateway…
Descriptors: Cultural Pluralism, Student Surveys, Student Recruitment, Academic Achievement
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Smith, Leigh K.; Gess-Newsome, Julie – Journal of Science Teacher Education, 2004
Despite the apparent lack of universally accepted goals or objectives for elementary science methods courses, teacher educators nationally are autonomously designing these classes to prepare prospective teachers to teach science. It is unclear, however, whether science methods courses are preparing teachers to teach science effectively or to…
Descriptors: Elementary School Science, Science Education, Teacher Educators, Science Instruction
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Southerland, Sherry A.; Gess-Newsome, Julie; Johnston, Adam – Journal of Research in Science Teaching, 2003
If the goals of science education reform are to be realized, science instruction must change across the academic spectrum, including at the collegiate level. This study examines the beliefs and teaching practices of three scientists as they designed and implemented an integrated science course for nonmajors that was designed to emphasize the…
Descriptors: Teaching Methods, Science Instruction, Scientists, Educational Change
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Gess-Newsome, Julie; Southerland, Sherry A.; Johnston, Adam; Woodbury, Sonia – American Educational Research Journal, 2003
The Teacher-Centered Systemic Reform model (TCSR) recognizes teaching context, teacher characteristics, teacher thinking, and their interactions as influential factors in attempts to implement classroom reform. Using the TCSR model, teachers' personal practical theories, and conceptual change as a framework, the authors of this article studied…
Descriptors: College Science, Teacher Characteristics, Theory Practice Relationship, Educational Change
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Gess-Newsome, Julie – Science and Education, 2002
Describes and evaluates an elementary science methods course in which the nature of science and scientific inquiry are embedded and explicitly taught. As a result of the course, incoming conceptions of science as primarily a body of knowledge changed to a more appropriate, blended view of science as a body of knowledge generated through the active…
Descriptors: Concept Formation, Elementary Education, Epistemology, Inquiry
Gess-Newsome, Julie – 1994
National biology reforms often define evolution as the unifying concept in biology. However, few inservice teachers have an understanding of this role. The purpose of this study was to evaluate the effectiveness of a course sequence in evolution designed for inservice biology teachers on their conceptions of the role of evolution in biology.…
Descriptors: Biology, Educational Research, Evolution, Field Trips
Gess-Newsome, Julie; Lederman, Norman G. – 1990
The purpose of this investigation was to qualitatively study the transfer of skills and perceptions developed in microteaching to the student teaching experience. In addition, the study analyzed whether there was further development or changes of these skills and concerns throughout the duration of student teaching. The initial sample used was 17…
Descriptors: Affective Behavior, Developmental Stages, Higher Education, Longitudinal Studies
Gess-Newsome, Julie; Lederman, Norman G. – 1991
Ten preservice biology teachers were followed through the final year of their preservice education to assess the content and stability of their knowledge structures of biology. A questionnaire asking the subjects to list the topics which make up biology and to diagram these topics in relation to one another was completed three times during the…
Descriptors: Biology, Cognitive Structures, Concept Mapping, Higher Education
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