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Direct linkMarco-Bujosa, Lisa M.; Friedman, Audrey A.; Kramer, Allison – School Science and Mathematics, 2021
The purpose of this phenomenological study was to explore how science teachers who persisted in urban schools interpreted and responded to the unique features of urban educational contexts. With 17 alumni who taught in metropolitan areas across seven states, the Science Educators for Urban Schools (SEUS) program provided a research setting that…
Descriptors: Science Instruction, Teaching Methods, Urban Schools, Phenomenology
Nesmith, Suzanne M.; Cooper, Sandi – School Science and Mathematics, 2019
Young children are capable of engaging in STEM investigations when they are guided by skilled and knowledgeable teachers. However, many elementary teachers may lack sufficient STEM content knowledge and report feeling unprepared to teach STEM content. Two university faculty members in mathematics and science education, worked to cultivate and…
Descriptors: STEM Education, Elementary School Students, Elementary School Teachers, Knowledge Base for Teaching
Nixon, Ryan S.; Toerien, Rene; Luft, Julie A. – School Science and Mathematics, 2019
Despite agreement among teacher educators, scholars, and policymakers on the importance of teachers' subject matter knowledge (SMK), existing models provide limited information about the nature of this foundational component of teacher knowledge. The common assumption is that teachers need to know more about the science subject matter than their…
Descriptors: Science Instruction, Pedagogical Content Knowledge, Knowledge Base for Teaching, Secondary School Teachers
Garner, Mary L.; Watson, Virginia; Rogers, Beth; Head, Catherine – School Science and Mathematics, 2017
Math teachers' circles are a form of professional development that is recommended by the Conference Board of the Mathematical Sciences in their publication Mathematical Education of Teachers II (2012). However, little research has been published on how effective math teachers' circles are in advancing the mathematical knowledge of teachers and…
Descriptors: Mathematics Teachers, Faculty Development, Communities of Practice, Teacher Competencies
McGee, Jennifer R.; Wang, Chuang; Drew, Polly – School Science and Mathematics, 2013
Reforms in mathematics education call for K-12 teachers to employ standards-based pedagogies, which embody the National Council for Teachers of Mathematics' principles and standards. In order to effectively support teachers' implementation of standards-based curricula, professional development must be provided that meets teachers' needs. The…
Descriptors: Mathematics Curriculum, Mathematics Teachers, Mathematics Instruction, Faculty Development
Lewis, Scott; Lee, Okhee; Santau, Alexandra; Cone, Neporcha – School Science and Mathematics, 2010
Student initiatives play an important role in inquiry-based science with all students, including English language learning (ELL) students. This study examined initiatives that elementary students made as they participated in an intervention to promote science learning and English language development over a three-year period. In addition, the…
Descriptors: Elementary School Science, Grade 5, Grade 3, English (Second Language)
Peer reviewedMittag, Kathleen Cage; Shoho, Alan; Lien, Violetta – School Science and Mathematics, 2004
The purpose of this paper is to describe the model of a mathematics and science staff development cooperative and focus on the evaluation of the mathematics component. The Mathematics and Science Education Cooperative (MSEC) was a comprehensive, long-range staff development program to improve the teaching and learning of mathematics and science at…
Descriptors: Models, Workshops, Elementary School Teachers, Mathematics Teachers
