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Olsen, Sarah K.; Miller, Brant G.; Eitel, Karla B.; Cohn, Teresa Cavazos – Journal of Science Teacher Education, 2020
More sustainable environmental behavior and management is necessary if we are to sustain human well-being; however, current educational practices are not well aligned to support the development of environmentally informed citizens, including adequate teacher preparation. Classroom teachers are in a unique position to develop student skills and…
Descriptors: Conservation (Environment), Sustainable Development, Ecology, Civics
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Watkins, Jessica; Jaber, Lama Z.; Dini, Vesal – Journal of Science Teacher Education, 2020
Given the widespread adoption of the Next Generation Science Standards in the United States, there is a need to study new models of professional development to prepare teachers to enact practice-based visions of science learning and to address problems of access to reach teachers nationwide. While studies of online professional development offer…
Descriptors: Science Teachers, Professional Development, Elementary School Teachers, Middle School Teachers
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Sinclair, Becky Barton; Naizer, Gilbert; Ledbetter, Cynthia – Journal of Science Teacher Education, 2011
The purpose of this study was to assess the impact of a teacher professional development program on the classroom teaching practices of the participants. This particular professional development program included an intensive summer institute, 8 monthly follow-up sessions, informal participant-professor mentoring and peer networking. The majority…
Descriptors: Rural Schools, Self Efficacy, Program Effectiveness, Grade 4
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Posnanski, Tracy J. – Journal of Science Teacher Education, 2010
Establishing literacy in science is often linked to building knowledge about the Nature of Science (NOS). This paper describes and evaluates an inservice program designed to build elementary teachers' understanding of NOS and an awareness of how NOS impacts science classroom instruction. Data sources consisted of surveys, action research plan…
Descriptors: Elementary School Science, Action Research, Scientific Principles, Professional Development
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Akerson, Valarie L.; Townsend, J. Scott; Donnelly, Lisa A.; Hanson, Deborah L.; Tira, Praweena; White, Orvil – Journal of Science Teacher Education, 2009
This paper summarizes the findings from a K-6 professional development program that emphasized scientific inquiry and nature of science within the theme of scientific modeling. During the 2-week summer workshop and follow up school year workshops, the instruction modeled a 5-E learning cycle approach. Pre and posttesting measured teachers' views…
Descriptors: Definitions, Scientific Principles, Learning Processes, Elementary School Teachers
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Mamlok-Naaman, Rachel; Hofstein, Avi; Penick, John – Journal of Science Teacher Education, 2007
We describe a workshop in which 10 teachers from 10 schools, located in central Israel, participated in the development of alternative assessment tools in the context of implementing a new science curriculum for senior high-school students, namely "Science for All" (an STS type curriculum). In order to assist a group of teachers (who…
Descriptors: Professional Development, Assignments, Research Tools, Learning Problems
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Lotter, Christine; Harwood, William S.; Bonner, J. Jose – Journal of Science Teacher Education, 2006
This paper examines the summer component of a year-long professional development program. The program was developed based on recent models of effective professional development that indicate that teachers should guide the direction and focus of the professional development program. Specific activities in the summer program were adapted from a…
Descriptors: Inquiry, Professional Development, Secondary School Teachers, Science Teachers
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Yager, Robert E. – Journal of Science Teacher Education, 2005
The National Science Education Standards include suggested visions for changing staff development programs for preparing new teachers and working with inservice teachers. Analyzing the visions for the most successful programs precedes the identification of programs that best match the NSES visions. The National Science Teachers Association is…
Descriptors: Science Teachers, Science Education, Standards, Professional Development
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Johnson, Carla C. – Journal of Science Teacher Education, 2007
The experiences of middle school science teachers at two schools in the southeastern US who participated in collaborative, sustained, whole-school professional development and their implementation of standards-based instructional practices are the focus of this study. Participants were involved in their second year of the professional development…
Descriptors: Educational Change, Science Teachers, Professional Development, Teaching Methods
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Melber, L. M.; Cox-Petersen, A. M. – Journal of Science Teacher Education, 2005
To provide meaningful science experiences for students, educators need quality science experiences themselves from which to draw. Informal learning contexts, such as museums, are well positioned to provide educators with these professional development experiences. We investigated the impact museum-created professional development experiences had…
Descriptors: Professional Development, Informal Education, Science Instruction, Elementary School Teachers
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Lewthwaite, Brian – Journal of Science Teacher Education, 2005
The purpose of this study was to monitor the development of teacher personal attribute and school environmental factors at an urban intermediate (years 7 and 8) school in New Zealand as a result of an extended science professional development intervention project. Over a 2-year period, a validated, comprehensive science curriculum delivery…
Descriptors: Foreign Countries, Professional Development, Science Curriculum, Data Collection