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Direct linkGranger, Ellen M.; Bevis, Todd H.; Southerland, Sherry A.; Saka, Yavuz; Ke, Fengfeng – Journal of Research in Science Teaching, 2019
This research examines factors influencing elementary science teacher learning as they participate in professional development with and enactment of educative curricula in comparison with learning following limited professional development and enactment of traditional curricula. Using a randomized cluster design (125 teachers and 2,694 students in…
Descriptors: Faculty Development, Elementary School Teachers, Elementary School Science, Science Teachers
Lee, Okhee; Llosa, Lorena; Jiang, Feng; Haas, Alison; O'Connor, Corey; Van Booven, Christopher D. – Journal of Research in Science Teaching, 2016
As part of a three-year curricular and professional development intervention focused on English language learners (ELLs), this study examined the intervention's effect on teachers' science knowledge and instructional practices after one year of implementation. The P-SELL (Promoting Science Among English Language Learners) intervention comprised…
Descriptors: Elementary School Teachers, English Language Learners, Intervention, Knowledge Base for Teaching
Diamond, Brandon S.; Maerten-Rivera, Jaime; Rohrer, Rose Elizabeth; Lee, Okhee – Journal of Research in Science Teaching, 2014
Teacher knowledge of science content is an important but under-studied construct. A curricular and professional development intervention consisting of a fifth grade science curriculum, teacher workshops, and school site support was studied to determine its effect on teachers' science content knowledge as measured by a science knowledge test,…
Descriptors: Elementary School Teachers, Elementary School Students, Elementary School Curriculum, Faculty Development
