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Thomas, Jeffrey D.; Drew, Sally Valentino – Journal of Science Teacher Education, 2022
This design-based research investigated the context and impact of a three-year practice-based professional development (PD) project introducing science teachers to pedagogical shifts required for full implementation and synergy among disciplinary literacy components of "Next Generation Science Standards" and "Common Core State…
Descriptors: Science Teachers, Faculty Development, Science Instruction, Common Core State Standards
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Kranjc Horvat, Anja; Wiener, Jeff; Schmeling, Sascha; Borowski, Andreas – Journal of Science Teacher Education, 2022
Effective professional development programs (PDPs) rely on well-defined goals. However, recent studies on PDPs have not explored the goals from a multi-stakeholder perspective. This study identifies the most important learning goals of PDPs at science research institutions as perceived by four groups of stakeholders, namely teachers, education…
Descriptors: Faculty Development, Educational Objectives, Science Education, Nuclear Physics
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McFadden, Justin; Jung, Karl; Robinson, Brian; Tretter, Thomas R. – Journal of Science Teacher Education, 2022
The onset of the Next-Generation Science Standards [NGSS] has created a need for elementary teachers to develop purposeful, multi-dimensional formative assessments (FAs). In order to promote this process, we utilized teacher learning communities (TLCs) and practice-based professional development focused on key aspects of the reform while…
Descriptors: Case Studies, Science Instruction, Rural Schools, Elementary School Teachers
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Fuchs, Travis T.; Sonnert, Gerhard; Scott, Sandra A.; Sadler, Philip M.; Chen, Chen – Journal of Science Teacher Education, 2022
Shortages of science and mathematics teachers are a serious concern in the United States. Despite the implementation of intervention strategies to address this problem at the high school level, little empirical research had been conducted to inform and strengthen these initiatives. This retrospective cohort study used multinomial logistic…
Descriptors: High School Students, Student Motivation, Student Attitudes, Occupational Aspiration
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Shahat, Mohamed A.; Ohle-Peters, Annika; Ambusaidi, Abdullah – Journal of Science Teacher Education, 2022
Some Omani science teachers face a challenge in teaching students to deal with learning materials such as texts and pictures. Based on the need for adequate teaching with text-picture material (TPM), this study aimed at investigating the level of teachers' (N = 886) attitudes and motivational orientations--as aspects of their professional…
Descriptors: Visual Aids, Multimedia Instruction, Science Education, Science Teachers
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Morton, Terrell R.; Miles, Monica L.; Roby, ReAnna S.; Ortiz, Nickolaus A. – Journal of Science Teacher Education, 2022
This paper calls for a critical reimagination of science epistemology and praxis by advocating for a move toward Black liberation in and through K-12 science education. This call is driven by our desires as authors to foster a future of K-12 science teaching and learning that centers, embraces, and promotes historical and contemporary Black…
Descriptors: Science Education, Elementary Secondary Education, Blacks, African Americans
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Basile, Vincent; Thomas, Bryan – Journal of Science Teacher Education, 2022
Using previously collected data from a multi-site, mixed methods longitudinal study, we operationalize a conceptual frame of invisibility to describe and understand the phenomenon of erasure that some Boys of Color experienced by teachers in science learning environments where most others were hyper-visible (and subsequently hyper-criminalized).…
Descriptors: Males, Minority Group Students, Elementary School Students, Elementary School Science
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Bancroft, Senetta F. – Journal of Science Teacher Education, 2022
Science education faculty occupy a unique position allowing us to advocate across multiple stakeholders for all students to access science learning and careers. As an immigrant woman of color entering the tenure track in 2016 whose scholarship centers on this advocacy, I find myself frequently reaching for good and critical theories to grow into…
Descriptors: Science Teachers, Minority Group Teachers, Racial Bias, Women Faculty
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Rivera, Seema – Journal of Science Teacher Education, 2022
This study uses Critical Race Theory and the Politics of Domestication as guiding frameworks to investigate the experiences of a Woman Faculty of Color science teacher-educator. The experiences focus on the status quo of race relations in science teacher education and how they are revealed through everyday practices, interactions, and the culture…
Descriptors: Critical Theory, Race, Minority Group Teachers, Women Faculty
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Louis, Vanessa N.; King, Natalie S. – Journal of Science Teacher Education, 2022
In this paper, we share an approach to address systemic racism by highlighting a research-practice partnership [RPP] effort between a university and STEM program (I AM STEM) to understand the extent to which centering abolitionist teaching and emancipatory practices in a science methods course supported teacher candidates' virtual microteaching…
Descriptors: STEM Education, Teaching Methods, Research and Development, Theory Practice Relationship
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Benegas, Julio; Villegas, Myriam – Journal of Science Teacher Education, 2022
This work reports a classroom experience of a general physics course designed to foster also the initiation of preservice mathematics and biology teachers to physics pedagogical content knowledge. To modify the conceptions that these students have about teaching and learning, the course was taught using different active learning instructional…
Descriptors: Preservice Teachers, Mathematics Teachers, Science Teachers, Physics
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Douglass, Helen; Verma, Geeta – Journal of Science Teacher Education, 2022
There is a growing emphasis on Science, Technology, Engineering, and Mathematics (STEM) education focused learning spaces vis-à-vis science education in the US public schools. These STEM learning spaces mostly take place in informal learning spaces such as STEM makerspace, coding academies, and STEM camps. With this emphasis, teachers teaching…
Descriptors: STEM Education, Informal Education, Science Teachers, Preservice Teachers
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Vo, Tina; Hammack, Rebekah – Journal of Science Teacher Education, 2022
National reform documents and shifts in educational standards have continued to highlight the importance of engineering and engineering practices within science literacy. High-quality engineering opportunities must be present in formal education due to their association with problem-solving and critical thinking. Given this directive to reach…
Descriptors: Academic Standards, Engineering, Scientific Literacy, Educational Quality
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Refvem, Emma; Jones, M. Gail; Rende, K.; Carrier, Sarah; Ennes, Megan – Journal of Science Teacher Education, 2022
There is a growing need for science educators and communicators who can support public understanding of complex science issues. Furthermore, little is known about how to nurture career aspirations for teaching science. This study examined the influence of youth volunteer experiences on career aspirations through a lens of science identity.…
Descriptors: Science Education, High School Students, Volunteers, Museums
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Adu-Boateng, Simon; Goodnough, Karen – Journal of Science Teacher Education, 2022
This qualitative case study involves a high school science teacher with a special education background in an urban school in the English School District of Newfoundland and Labrador. Conceptualized within the theoretical framework of Universal Design for Learning (UDL), this study examined the teacher's instructional practices and the tensions she…
Descriptors: Foreign Countries, High School Teachers, Science Teachers, Urban Schools
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