This article is intended to help teacher educators, administrators, and mentor teachers envision how to support beginning STEM teachers as they transition from university-based preservice preparation into their first year of classroom teaching in high-need schools. Based on our experiences, and grounded in the associated research and literature,…

Inquiry has been cited as an essential goal of science education for decades. While terminology has evolved over time, the notion that students need to apply various analytic and thought related skills in order to better learn underlying scientific concepts and processes, remains central to science education. This article looks at four major…

Chronically high rates of new and experienced science teacher attrition and the findings of new large-scale mentoring programs indicate that administrators should adopt new approaches. A science teacher's role encompasses demanding responsibilities, such as observing laboratory safety and OSHA mandates, as well as management of a business-like,…

This article looks at how professional learning communities (PLCs) have become an operational approach for professional development with potential to de-isolate the teaching experience in the fields of science, technology, engineering, and mathematics (STEM). The authors offer a short synopsis of the intellectual origins of PLCs, provide multiple…

An argument is made that teacher leadership at both the system and school level is an important part of the science systemic process intended in science education reform. This article describes the design of such a professional development program, the challenges addressed, and the impact on teacher leaders.

The author describes how case study methods were used to understand the intricacies of curriculum adoption in one school district and the context in which an adoption decision was made. As data collection and interpretation commenced, understanding of the perceptions of the district stakeholders of their process of curriculum adoption became an…

The authors argue that leadership networks when comprised of regional stakeholders including university faculty, school system administrators, and teacher leaders can begin to work together towards common reform goals. (Contains 1 figure.)

This article describes the efforts of a combinatorial approach of Schools Around the World (SAW) and Understanding by Design (UbD) to create a foundation for lesson study efforts based on the Japanese model. UbD provides a framework for study units rich in essential content, assessment practices and well-crafted activities. SAW and lesson study…

Describes a collaborative professional development program, Inquiry-Based Field Studies Involving Teacher-Scientist Collaboration, that uses scientist-teacher teams to improve teachers' understanding of scientific inquiry. Reports that the project allowed teachers to develop a deeper understanding on the nature of science. (Author/YDS)

Focuses on the challenges faced by one state's efforts at systemic reform. Evidence of changes in teaching practice and in student learning and the meanings that may be drawn from that evidence is detailed. Discusses five aspects of systemic reform that needed to be addressed and aligned, and the lessons learned in attempting to meet the…

Discusses the usefulness of in-depth reviews and the problem with reviews of science textbooks for science teachers and supervisors. (KHR)

Presents research and related design features that distinguish a new generation of teacher enhancement efforts along with the design and results of evaluation approaches for a specific program. (KHR)

Describes sources for upgrading a methods course for teaching science in middle and high schools and solicits input from science supervisors for course improvement. (KHR)

Reports on two studies evaluating the effectiveness of the federal government's Eisenhower Professional Development Program. Describes high quality professional development of in-service teachers, changes in teaching practice, six key practices identified in literature, and the relationship between district policies and the quality of professional…

Considers the professional teaching portfolio as an authentic assessment tool by which prospective teachers can show evidence of having mastered certain basic competencies. Discusses the merit of the professional teaching portfolio with regard to an individual's content area preparation, teaching competency, professional growth and development,…