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Falk, Andrew – Science Education, 2012
Formative assessment, assessment used to inform subsequent learning, can have a powerful positive impact on student achievement, but little empirical work has been conducted to investigate the role of teachers' knowledge in its practice. This study investigated reciprocal relations between elementary science teachers' formative assessment…
Descriptors: Educational Strategies, Professional Development, Video Technology, Science Teachers
Davis, Elizabeth A.; Smithey, Julie – Science Education, 2009
We use a 10-year program of research centered on iterations of one elementary science methods course as a vehicle for exploring three important and interrelated goals for the learning of beginning elementary teachers. These include learning about inquiry-oriented science teaching, using science curriculum materials effectively, and anticipating…
Descriptors: Preservice Teacher Education, Preservice Teachers, Elementary School Science, Methods Courses
Lewthwaite, Brian – Science Education, 2006
This inquiry examines the personal attribute and environmental factors that contribute to and impede science teacher-leader development. Using a narrative approach, the inquiry focuses on the experiences of three teachers in three different New Zealand primary schools (years 1-6) as they develop in their capabilities as science teacher-leaders…
Descriptors: Foreign Countries, Professional Development, Science Teachers, Elementary Education
Shireen Desouza, Josephine M.; Boone, William J.; Yilmaz, Ozgul – Science Education, 2004
Elementary and middle school teachers in urban schools in India provided responses to the science efficacy instrument (STEBI-A). These responses were evaluated using Rasch analysis and parametric tests. Rasch fit statistics and person-item maps were evaluated. It was found that the instrument worked well for the two groups of teachers, but the…
Descriptors: Foreign Countries, Teaching Experience, Urban Schools, Science Curriculum