This paper is part of the special issue on Teacher Learning and Practice within Organizational Contexts. Shifting instructional practices in elementary schools to include more equitable, reform-based pedagogies is imperative for supporting students' development as science learners. Teachers need high quality professional development (PD) to learn…

The aim of this study is to develop more understanding about strategies to support teachers' professional development in curriculum innovations, in which pedagogy and content change simultaneously compared to the conventional curriculum. A pre-existing framework, including strategies for professional development, was adapted, implemented, and…

As the vision in "A Framework for K-12 Science Education" and the Next Generation Science Standards (NGSS) takes hold in schools and classrooms, there is an urgent need for teacher professional development (PD) programs that align with NGSS-designed curriculum materials and address the unique strengths and needs of diverse student…

Previous literature has documented how teachers perceive both advantages and disadvantages associated with standards-based reform. These teacher perceptions may be connected to classroom practices in terms of the extent to which standards are utilized by individual teachers. The purpose of this study was to identify how secondary science teachers…