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Garner, Joanna K.; Kaplan, Avi; Hathcock, Stephanie; Bergey, Bradley – Journal of Science Teacher Education, 2020
Two common goals of science teacher professional development (PD) are increased content knowledge (CK) and improved readiness to teach through inquiry. However, PD assessment challenges arise when the context is structured around inquiry-based, participant-driven learning, and when the content crosses scientific disciplines. This study extended…
Descriptors: High School Teachers, Science Teachers, Scientific Literacy, Pedagogical Content Knowledge
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Lauterbach, Alexandra A.; Benedict, Amber E.; Yakut, Ayse D.; Garcias, Alejandra A. – Journal of Science Teacher Education, 2020
Secondary students with learning disabilities are likely to learn science in an inclusive classroom. Their success often depends on teachers' ability to support their literacy needs. In this quasi-experimental study, we examine the effect of teacher' involvement in intensive professional development designed to deepen secondary science teachers'…
Descriptors: Science Instruction, Faculty Development, Inclusion, Learning Disabilities
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McCoy, Ayana; Jurist Levy, Abigail; Frumin, Kim; Lawrenz, Frances; Dede, Christopher; Eisenkraft, Arthur; Fischer, Christian; Fishman, Barry; Foster, Brandon – Journal of Science Teacher Education, 2020
From 2012-2015, Advanced Placement (AP) science courses underwent a large-scale curricular reform to include more scientific inquiry and reasoning, reduce emphasis on broad content coverage, and focus on depth of understanding, with corresponding changes in high-stakes AP examinations. In this study, we explored how teachers prepared for and…
Descriptors: Teacher Attitudes, Science Instruction, Educational Change, Curriculum Development
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Bancroft, Senetta F.; Nyirenda, Euginia M. – Journal of Science Teacher Education, 2020
Providers of K-12 in-service teacher science professional development programs (PDPs) in the United States are moving to address recent and unprecedented policymaker calls to close achievement gaps in K-12 science learning. Our systematic review of primary, peer-reviewed equity-focused PDP studies is intended to inform this movement. We structured…
Descriptors: Science Teachers, Elementary School Teachers, Secondary School Teachers, Faculty Development
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Lotter, Christine; Carnes, Nathan; Marshall, Jeff C.; Hoppmann, Richard; Kiernan, Daniel A.; Barth, Steven G.; Smith, Christina – Journal of Science Teacher Education, 2020
This research investigated 20 middle and high school teachers' use of project-based learning curriculum after engaging in a 115-hour professional development program that was developed collaboratively with medical school and education faculty. The project-based learning (PBL) unit centered on the case of Marcus Brown (a pseudonym), a high school…
Descriptors: Pedagogical Content Knowledge, Teacher Attitudes, Beliefs, Faculty Development
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Castronova, Marisa; Chernobilsky, Ellina – Journal of Science Teacher Education, 2020
This paper reports the qualitative analysis of science teachers' pedagogical reflections while attending institutes focused on the "Next Generation Science Standards" (NGSS). The researchers collected reflection slips from 165 science teachers (K-12) across 14 different NGSS institutes. To analyze the data, researchers classified…
Descriptors: Teacher Attitudes, Reflection, Science Instruction, State Standards
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Masters, Heidi – Journal of Science Teacher Education, 2020
Within two sections of science methods for elementary and middle-school teachers, an embedded, multi-case study design was employed to explore whether teaching rehearsals would better prepare preservice teachers (PSTs) to implement explanation-driven science instruction. A teaching rehearsal allows PSTs to practice teaching a segment of their…
Descriptors: Training Methods, Preservice Teachers, Science Instruction, Elementary School Science
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Kawasaki, Jarod; Sandoval, William A. – Journal of Science Teacher Education, 2020
We report on seven secondary science teachers' initial efforts to understand and enact NGSS-aligned teaching. After interviewing and observing them over the course of the school year, we found that teachers revised their lessons to include instructional strategies that aimed to meet the demands of the NGSS. Yet at times, the purpose for which…
Descriptors: Classroom Techniques, Goal Orientation, Science Instruction, Faculty Development
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de Graaf, Arjan; Westbroek, Hanna; Janssen, Fred – Journal of Science Teacher Education, 2019
In this study we investigated how a theoretical framework we developed for making differentiated instruction practical worked out in a trajectory (1 year, 5 sessions) that aimed to support 5 secondary biology teachers in designing differentiated instruction practices. The key feature of the framework is the development of cost-effective…
Descriptors: Individualized Instruction, Biology, Science Teachers, Genetics
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Wu, Shelly C.; Silveus, Allison; Vasquez, Stacy; Biffi, Daniella; Silva, Cecilia; Weinburgh, Molly – Journal of Science Teacher Education, 2019
To bridge the gap for English language learners (ELLs) in science, hybrid language affords the opportunity for students to communicate through various modes, including natural language, visual representations, mathematical expressions, and manual-technical operations. The purpose of this study was to investigate how ELLs use hybrid language (a) to…
Descriptors: Science Instruction, English Language Learners, Language Usage, Persuasive Discourse
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Heineke, Amy J.; Smetana, Lara; Carlson Sanei, Jenna – Journal of Science Teacher Education, 2019
Teacher education programs are responsible for preparing science teachers for today's culturally and linguistically diverse classrooms, which includes preparing them to support students' science learning and language development. Given the rapid growth in linguistic diversity across the country, science teacher preparation for English learners,…
Descriptors: Case Studies, Bilingualism, Preservice Teachers, Science Teachers
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Karlström, Matti; Hamza, Karim – Journal of Science Teacher Education, 2019
Although microteaching is a common approach to engaging preservice teachers in reflection on teaching in on-campus courses, this reflection is usually carried out as a separate part. We examined how preservice middle school science teachers reflected amid planning a 20-min microteaching unit on sustainable development. Six groups of preservice…
Descriptors: Preservice Teachers, Preservice Teacher Education, Science Teachers, Reflective Teaching
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Johnson, Heather J.; Mawyer, Kirsten K. N. – Journal of Science Teacher Education, 2019
Practice-based approaches to teacher education should emphasize strategies that help teacher candidates centralize student thinking in instructional practice while providing a rationale for why student thinking is integral to student learning. This study describes how secondary science teacher candidates engage in tool-supported analysis of…
Descriptors: Video Technology, Clubs, Preservice Teachers, Preservice Teacher Education
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Biggers, Mandy; Miller, Alison Riley; Zangori, Laura; Whitworth, Brooke A. – Journal of Science Teacher Education, 2019
The mentoring relationships between preservice teachers and their cooperating teachers have been established as critical to the retention or attrition of novice teachers (Clarke, Triggs, & Nielsen, 2014), yet little research has been conducted to examine what factors around mentor teacher selection and support are most salient to creating…
Descriptors: Mentors, Correlation, Preservice Teachers, Preservice Teacher Education
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Bancroft, Senetta F.; Herrington, Deborah G.; Dumitrache, Roxana – Journal of Science Teacher Education, 2019
This quasi-experimental study evaluated middle- and high-school science teachers' implementation of three-dimensional (3D) instruction as defined by the "Next Generation Science Standards." Teachers participated in a long-term professional development (PD) program designed to increase their use of inquiry-based science instruction. We…
Descriptors: Secondary School Teachers, Science Teachers, Science Instruction, Teaching Methods
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