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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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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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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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Weinburgh, Molly – Journal of Science Teacher Education, 2020
In order to improve the retention of science teachers, studies have focused on understanding the issues teachers encounter and identities they construct. Most studies examined the early years of teaching science. However, fewer studies of professional trajectory and identity examine the departure/dropout of mid-career and late-career science…
Descriptors: Professional Development, Professional Identity, Dropouts, Faculty Mobility
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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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Barnhart, Tara; van Es, Elizabeth A. – Journal of Science Teacher Education, 2020
Video is used widely to support teachers' learning and enactment of responsive instruction. Informed by principles of video club design, we designed a video club to support secondary science teachers developing a vision of responsive teaching, attention to student thinking, and a critical discourse to analyze their own and others' efforts to enact…
Descriptors: Clubs, Science Instruction, Video Technology, Science Teachers
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Sherwood, Carrie-Anne – Journal of Science Teacher Education, 2020
Teachers' ability to effectively enact the ambitious vision of the NGSS depends on their understanding of the conceptual and instructional shifts required, and their interpretation of how to implement these shifts in their classrooms. Thus, understanding teachers' practical knowledge regarding the shifts is an important step in supporting them to…
Descriptors: Schemata (Cognition), Professional Development, Academic Standards, Science Teachers
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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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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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Navy, Shannon L.; Maeng, Jennifer L.; Bell, Randy L. – Journal of Science Teacher Education, 2019
Although there is growing understanding of beginning secondary science teacher learning and development in the United States, little is known about their learning experiences at professional development (PD) conferences. To increase knowledge in this area, this study investigated the experiences of 68 beginning secondary science teachers at a…
Descriptors: State Programs, Faculty Development, Conferences (Gatherings), Science Teachers
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Gul, Tugce; Demir, Kadir; Criswell, Brett – Journal of Science Teacher Education, 2019
Mentoring, as one of the formal teacher leadership roles, creates a space for teachers to display their leadership potential as it indirectly brings value to the school community (Ensher & Murphy, 2006). The purpose of this qualitative case study is to examine mentor teachers' perceptions whether they transfer their evolving mentoring skills…
Descriptors: Teacher Leadership, Mentors, Leadership Training, Leadership Role
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Demir, Kadir; Qureshi, Azhar M. – Journal of Science Teacher Education, 2019
The purpose of this phenomenological case study was to study how secondary school science teachers describe their lived experiences of professional development (PD) in Punjab (Pakistan). The study included 15 secondary public school science teachers using purposive sampling from Punjab. Semistructured, in-depth phenomenological interviews were…
Descriptors: Foreign Countries, Science Teachers, Faculty Development, Phenomenology
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Boesdorfer, Sarah B.; Del Carlo, Dawn I.; Wayson, Jessica – Journal of Science Teacher Education, 2019
Recent adoption of the Next Generation Science Standards (NGSS) across the United States has prompted teacher educators to reexamine effective strategies to improve science teaching practices that align with the principles of the NGSS. Past research attempted to address changing teaching practices by examining the alignment--or lack thereof--with…
Descriptors: Science Instruction, Teaching Methods, Teacher Attitudes, Secondary School Teachers
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Harrell, Pamela Esprívalo; Thompson, Ruthanne; Brooks, Kanini – Journal of Science Teacher Education, 2019
This 5-year study investigated transfer and retention behavior for 76 science and mathematics teachers in the United States. Counter to the research literature, a bivariate correlation analysis showed that poverty, minority composition, and passing state exams did not impact a decision to transfer schools after the 1st year of teaching, although…
Descriptors: Science Teachers, Mathematics Teachers, Poverty, Discipline
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Mawyer, Kirsten K. N.; Johnson, Heather J. – Journal of Science Teacher Education, 2019
Educational reform needs to address the role of literacy in science if there is to be any hope of achieving the goal of literacy for all U.S. students. For reading to play a more prominent role in secondary science, teacher education programs need to develop and offer courses that familiarize preservice science teachers with disciplinary literacy.…
Descriptors: Reading Strategies, Scientific Literacy, Secondary School Teachers, Preservice Teachers
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