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…

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…

Research has indicated that experts' subject matter knowledge structures (SMKSs) differ from those of novices in that they contain more cross-linking, interconnections, and overarching thematic elements, characteristics that are in accordance with those espoused in current reform documents. Unfortunately, teachers' SMKSs are not…

Despite historical national efforts to improve elementary science education, science instruction continues to be marginalized, varying by state. This study was designed to address the ongoing challenge of educating elementary preservice teachers (PSTs) to teach science. Elementary PSTs are one of the science education community's major links…

This study examines inservice elementary school teachers' beliefs, attitudes, and practical knowledge toward inquiry-based science instruction and the influence of an inquiry-based elementary science course on teachers' beliefs, attitudes, and practical knowledge regarding inquiry. Both surveys and a case study were administered to the 14…

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…

Describes an inservice program designed to enhance the knowledge and skills of elementary school teachers with regard to science content, effective teaching strategies, and gender equity. Finds that the project has a positive impact on science teaching content and pedagogy, and on female student interest and active participation in science.…

Although the reform literature in mathematics and science is replete with calls for the integration of math and science, there remain precious few empirical studies examining the prerequisite skills, beliefs, knowledge bases, and experiences necessary for teachers to implement integrated instruction. The initial intent of this study was to examine…