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Showing 1 to 15 of 28 results Save | Export
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Tara Barnhart; Elizabeth A. van Es – School Science and Mathematics, 2023
This study investigates challenges of enactment teachers notice when analyzing artifacts of teaching in a professional development focused on supporting the enactment of NGSS-aligned modeling instruction. Five secondary science teachers participated in a semester-long video club. Transcripts of the segments of their meetings in which they analyzed…
Descriptors: Science Education, Science Instruction, Secondary School Teachers, Secondary School Science
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Anica Miller-Rushing; Alexandria Brasili – School Science and Mathematics, 2024
In-service teachers implementing a science, technology, engineering, and math (STEM) curriculum centered on computational thinking (CT) work with unique content and pedagogical experiences. Understanding how curriculum design and teacher professional development affect curriculum implementation can help researchers understand the critical aspects…
Descriptors: Computation, Thinking Skills, Teaching Methods, Curriculum Design
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Ayse Oguz Unver; Hasan Zuhtu Okulu; Onur Bektas; Yasemin Ozdem Yilmaz; Nilay Muslu; Burcu Senler; Sertac Arabacioglu – School Science and Mathematics, 2024
Several observation protocols in different theoretical frameworks and components have been designed and validated by teacher trainers and professional development providers to capture and categorize observational data on the characteristics and level of inquiry in science practices. However, certain constraints limit their wide use, such as the…
Descriptors: Faculty Development, Classroom Observation Techniques, Science Instruction, Teaching Methods
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Melissa J. Luna; Malayna Bernstein; Janet D. K. Walkoe – School Science and Mathematics, 2023
Teacher noticing scholars are just beginning to explore how to support noticing that is responsive to students' cultural resources. The theoretical basis of the teacher noticing literature affords scholars a range of paths for understanding student resources, only some of which are described in the literature. In this article, we offer a…
Descriptors: Mathematics Education, Equal Education, Culturally Relevant Education, Teacher Behavior
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Auslander, Susan Swars; Myers, Kayla D.; Bingham, Gary E.; Tanguay, Carla L. – School Science and Mathematics, 2023
This inquiry examined the pedagogical practices in mathematics of elementary teachers (N = 27) who had been identified as experienced and successful and were working in an urban school district with underserved student populations. Also investigated were relationships between their instructional practices and other elements of proficient teaching…
Descriptors: Teaching Methods, Teacher Attitudes, Pedagogical Content Knowledge, Student Centered Learning
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Cook, Kristin; Bush, Sarah; Cox, Richard, Jr.; Edelen, Dan – School Science and Mathematics, 2020
The purpose of this instrumental case study was to understand elementary teachers' planning of Science, Technology, Engineering, Arts, and Mathematics (STEAM) curriculum during a two-year professional development experience. This research was guided by the following question: What planning practices developed or changed during a professional…
Descriptors: Elementary School Teachers, STEM Education, Curriculum Design, Faculty Development
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Toma, Radu Bogdan – School Science and Mathematics, 2022
Guided and open inquiry strategies are found to improve students' attitudes toward science. Yet, confirmation and structured inquiry are more often enacted by teachers. The effectiveness of these approaches involving high teacher guidance remains unexplored. Students in six classes (N = 119, M[subscript age] = 11.25 years) were assigned to control…
Descriptors: Student Attitudes, Scientific Attitudes, Science Instruction, Comparative Analysis
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Du, Wenbin; Liu, Denghui; Johnson, Carla C.; Sondergeld, Toni A.; Bolshakova, Virginia L. J.; Moore, Tamara J. – School Science and Mathematics, 2019
This study of a state-funded, 3-year implementation of an integrated STEM professional development (PD) program for teachers from two middle schools in the midwestern U.S. examined if participants in the PD were enabled to transform their practice and perceptions of STEM. An integrated STEM approach includes a focus on the STEM disciplines, along…
Descriptors: Instructional Effectiveness, STEM Education, Faculty Development, Teacher Effectiveness
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Pearce, Erin; de la Fuente, Yohanis; Hartweg, Beau; Weinburgh, Molly – School Science and Mathematics, 2019
To increase the likelihood for continuous growth and improvement, professional development for high school biology teachers should include long-term, targeted instruction with an accompanying peer-coaching component. This study examined the views of biology teachers who were engaged in a two-year professional development program, which included a…
Descriptors: Peer Teaching, Coaching (Performance), Biology, Science Teachers
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Marco-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
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Lyon, Christine Jennifer; Wylie, Elizabeth Caroline; Brockway, Debra; Mavronikolas, Elia – School Science and Mathematics, 2018
Professional development (PD) programs focused on increasing teachers' use of formative assessment generally provide a framework designed to help teachers understand the breadth and complexity of formative assessment, while advocating for teacher choice with respect to the specific implementation. This study examined the implementation patterns of…
Descriptors: Formative Evaluation, Curriculum Implementation, Secondary School Mathematics, Secondary School Science
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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
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Kosko, Karl Wesley – School Science and Mathematics, 2016
Although writing in mathematics has been advocated in practitioner journals, policy documents, and various research, surveys of mathematics teachers between 1988 and 2008 in various English-speaking countries have reported relatively infrequent incorporation into mathematics lessons. Further, much of prior survey research has yielded only…
Descriptors: Content Area Writing, Writing (Composition), Mathematics Instruction, Teaching Methods
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Killough, Joy K.; Stuessy, Carol L. – School Science and Mathematics, 2019
Can participation in a 4-day workshop change science teachers' beliefs about reformed science teaching? We observe a significant difference between pre- and post-workshop surveys and explore an unexpected relationship involving teaching experience. Results of this exploratory study indicate a significant correlation between high school science…
Descriptors: Teacher Attitudes, Attitude Change, Science Teachers, Teacher Workshops
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Beesley, Andrea D.; Clark, Tedra F.; Dempsey, Kathleen; Tweed, Anne – School Science and Mathematics, 2018
In the transition to middle school, and during the middle school years, students' motivation for mathematics tends to decline from what it was during elementary school. Formative assessment strategies in mathematics can help support motivation by building confidence for challenging tasks. In this study, the authors developed and piloted a…
Descriptors: Mathematics Instruction, Formative Evaluation, Problem Solving, Middle School Students
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