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Kang, Hosun; Nation, Jasmine McBeath – Journal of Science Teacher Education, 2023
In this study, we present a conceptual tool for guiding teachers' principled pedagogical actions toward equitable instruction, referred to as the "Transforming Science Learning" (TSL) framework. The TSL framework was developed to address the challenges of enacting an ideological commitment in local contexts--promoting equity and justice…
Descriptors: Educational Change, Equal Education, Science Instruction, Teaching Methods
Allen, Carrie D.; Heredia, Sara C. – Journal of Science Teacher Education, 2021
A growing body of work regarding teacher learning and implementation of reform has pointed to the significant role organizational contexts play in shaping teachers' engagement with reform and their implementation decisions. Within science education, the adoption of the Next Generation Science Standards (NGSS) and standards reflective of the…
Descriptors: Barriers, Science Education, Educational Change, Organizational Climate
Kite, Vance; Park, Soonhye; McCance, Katherine; Seung, Elsun – Journal of Science Teacher Education, 2021
The Next Generation Science Standards (NGSS) emphasize engaging students in science practices through which students can develop content, procedural, and epistemic knowledge of science. To accomplish this goal, science teachers must embed science content in authentic science practice. Successfully integrating content and practice will require…
Descriptors: Science Education, Standards, Scientific Principles, Science Teachers
Pleasants, Jacob; Olson, Joanne K.; De La Cruz, Iliana – Journal of Science Teacher Education, 2020
With the growing adoption of the Next Generation Science Standards across the United States, elementary teachers are being called upon to incorporate engineering into their science instruction, creating a need for ways to help elementary teachers better understand what engineering is and how to accurately communicate it to students. The present…
Descriptors: Elementary School Teachers, Elementary School Science, Science Instruction, Engineering Education
Gunning, Amanda M.; Marrero, Meghan E.; Hillman, Peter C.; Brandon, Latanya T. – Journal of Science Teacher Education, 2020
This qualitative case study of 20 teachers enrolled in a two-year fellowship, examines the professional development of science teachers during participation in a professional learning community. Our professional development model specifically employs vertical teaming of teachers from elementary, middle, and high school levels to examine the…
Descriptors: Case Studies, Faculty Development, Fellowships, Science Teachers
Pleasants, Jacob; Olson, Joanne K.; Tank, Kristina M. – Journal of Science Teacher Education, 2019
Engineering design activities are a common way for teachers to incorporate engineering into their science classrooms, as called for by current science policy documents in the United States. However, little is known about how teachers prioritize different learning objectives during engineering design lessons. Understanding teachers' thinking on…
Descriptors: Engineering Education, Elementary School Teachers, Elementary School Students, Design
Sandholtz, Judith Haymore; Ringstaff, Cathy – Journal of Science Teacher Education, 2016
This study investigated how contextual factors influenced the sustainability of outcomes from a 3-year, state-funded professional development program that provided science assistance for K-2 teachers in small, rural school districts. The research used a case-study approach with a purposive sample of five elementary schools that varied in…
Descriptors: Science Teachers, Faculty Development, Longitudinal Studies, Rural Schools