Much research investigates why women do not participate in physics, or why female attrition in physics is high; this study focuses on elite female academic physicists and how they have persisted and succeeded in their fields. As opposed to researching reasons for attrition or not participating, this study focuses on six elite female academic…

Research indicates many professional development (PD) programs fail to promote a significant change in science teaching, despite the resources invested in them. While previous research addresses this problem through aspects of policy making, design, and teachers' identity, we suggest a focus on teachers' engagement in learning during PD sessions.…

Science teachers' beliefs about teaching and learning are a vital component of teachers' professional competence and are often assumed to impact classroom practice. To date, these beliefs have been predominantly investigated regarding teaching and learning in general or for a particular science subject (e.g., physics). It remains to be determined…

The Lesson Study for Accessible Science (LSAS) project created middle school teams comprised of both science and special education teachers who engaged in collaborative work to improve instruction in inclusive classrooms. The intervention is based on Lesson Study, a professional development approach that originated in Japan, which supports the…

This study reports findings from a 10-day professional development institute on curricular trends involving 19 secondary mathematics and science teachers and administrators from Japan, Malaysia, Indonesia, Thailand, Korea, Philippines, the United States, and People's Republic of China. Participants explored the roles of culture, place, and…

Reports on the results of using, in the context of secondary education in Pakistan, an intervention program which earlier was shown in British schools to have a substantial effect over a two-year period on the cognitive development of pupils. (Author/CCM)

Explores the science content knowledge of elementary school teachers and its possible role in helping them teach effectively. Studies the issues in the context of an investigation of the views of elementary school teachers (n=106) who had participated in professional development courses that focused on the topic "natural and processed…

A selection of Views on Science-Technology-Society (VOSTS) items was made and administered to postgraduate trainee science teachers. Findings are discussed, compared with those from the Canadian study, and reviewed in the context of professional development of science teachers. (Author/DKM)