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Shanahan, Therese; Shea, Lauren M. – Journal of Science Teacher Education, 2012
English learners are faced with the dual challenge of acquiring English while learning academic content through the medium of the new language (Lee et al. in "J Res Sci Teach" 45(6):726-747, 2008; Stoddart et al. in "J Res Sci Teach" 39(8):664-687, 2002) and therefore need specific accommodations to achieve in both English and the content areas.…
Descriptors: Self Efficacy, Learning Strategies, Second Language Learning, Professional Development
Cullen, Theresa A.; Akerson, Valarie L.; Hanson, Deborah L. – Journal of Science Teacher Education, 2010
Teachers are required to work with data on a daily basis to assess the effectiveness of their teaching strategies, but may not approach it as research. This paper presents a reflective discussion of how and when a professional development team used an action research project to help 12 K-6 teachers explore the effectiveness of reform based Nature…
Descriptors: Action Research, Faculty Development, Teaching Methods, Inquiry
Oliveira, Alandeom W. – Journal of Science Teacher Education, 2010
This study examined the effectiveness of introducing elementary teachers to the scholarly literature on personal pronouns and hedges in classroom discourse, a professional development strategy adopted during a summer institute to enhance teachers' social understanding (i.e., their understanding of the social functions of language in science…
Descriptors: Feedback (Response), Classrooms, Professional Development, Science Instruction
The Influence of Guided Inquiry and Explicit Instruction on K-6 Teachers' Views of Nature of Science
Akerson, Valarie L.; Hanson, Deborah L.; Cullen, Theresa A. – Journal of Science Teacher Education, 2007
This study assessed the influence of guided inquiry and explicit reflective instruction on K-6 teachers' views of nature of science (NOS). Using the Views of Nature of Science Elementary School Version 2 (VNOS-D2), and associated interviews we tracked the changes in NOS views of teacher participants prior to and following a summer professional…
Descriptors: Physics, Professional Development, Scientific Principles, Elementary Education
Spector, Barbara; Burkett, Ruth S.; Leard, Cyndy – Journal of Science Teacher Education, 2007
This is the report of a qualitative emergent-design study of 2 different Web-enhanced science methods courses for preservice elementary teachers in which an experiential learning strategy, labeled "using yourself as a learning laboratory," was implemented. Emergent grounded theory indicated this strategy, when embedded in a course organized as an…
Descriptors: Preservice Teachers, Methods Courses, Grief, Participant Observation