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Direct linkWu, Meng-Yang M.; Magnone, KatieMarie; Tasker, Roy; Yezierski, Ellen J. – Journal of Chemical Education, 2021
COVID-19 has thrust educators into a period of uncertainty, complicating conventional ways of teaching and learning. We suspect that the pandemic has magnified the challenges that some high school teachers already experience, particularly when they are the sole chemistry teacher at their school. The pandemic has likely inhibited collegial…
Descriptors: Distance Education, Chemistry, Science Teachers, Faculty Development
Schafer, Adam G.L.; Yezierski, Ellen J. – Journal of Chemical Education, 2021
High school chemistry teachers will often establish goals that guide assessment design and interpretation of assessment results. However, little is known about how these goals and the assessment design collectively guide the interpretation of results. This study seeks to better understand what teachers notice when interpreting assessment results…
Descriptors: High School Teachers, Science Teachers, Chemistry, High School Students
Schafer, Adam G. L.; Borland, Victoria M.; Yezierski, Ellen J. – Chemistry Education Research and Practice, 2021
Even when chemistry teachers' beliefs about assessment design align with literature-cited best practices, barriers can prevent teachers from enacting those beliefs when developing day-to-day assessments. In this paper, the relationship between high school chemistry teachers' self-generated "best practices" for developing formative…
Descriptors: High School Teachers, Science Teachers, Teacher Attitudes, Chemistry
Schafer, Adam G. L.; Yezierski, Ellen J. – Chemistry Education Research and Practice, 2021
Designing high school chemistry assessments is a complex and difficult task. Although prior studies about assessment have offered teachers guidelines and standards as support to generate quality assessment items, little is known about how teachers engage these supports or enact their own beliefs into practice while developing assessments.…
Descriptors: High School Teachers, Science Teachers, Student Evaluation, Chemistry
Schafer, Adam G. L.; Yezierski, Ellen J. – Chemistry Education Research and Practice, 2020
High school chemistry teachers struggle to use assessment results to inform instruction. In the absence of expert assistance, teachers often look to their peers for guidance and support; however, little is known about the assessment beliefs and practices of high school chemistry teachers or the discourse mechanisms used as teachers support one…
Descriptors: Secondary School Science, High School Teachers, Science Teachers, Best Practices
Kellamis, Natalia M.; Yezierski, Ellen J. – Journal of Chemical Education, 2019
With the introduction of the Next Generation Science Standards (NGSS), curriculum and professional development have had to change rapidly to fit the new standards. To aid with those changes, the EQuIP rubric was released as a guide for NGSS alignment. This study aims to evaluate lesson plans developed through the Target Inquiry project to…
Descriptors: Academic Standards, Chemistry, Science Education, Curriculum Evaluation
