Today's elementary teachers are expected to teach the engineering practices included in the National Research Council's Framework for K-12 Science Education and the Next Generation Science Standards. Recent studies have indicated that teachers are less self-efficacious in teaching engineering than in other subject areas. Project Lead the…

In this study, we introduce an analytic framework for effective professional development programmes (PDPs) that has been synthesised and derived from the literature. The framework acknowledges that certain design features concerning how to process the content as well as the methods to facilitate teachers' enactment are important but also…

This paper follows up on the impact of a distance learning teachers' professional development program on their self-efficacy beliefs in the long term. Specifically, it measures the personal self-efficacy beliefs and outcome expectancy beliefs of a group of 122 in-service elementary teachers before the start of the program, immediately after its…

This study aimed to give insights of in-service teachers' experiences of nature of science (NOS) learning and NOS teaching through a co-teaching professional learning context. For this purpose, the co-teachers were encouraged to share and discuss ideas and to improve NOS teaching through reflection and collaborative interaction in the context of a…

Purpose and Method of Study: The purpose of this study was to compare the effectiveness of two approaches to professional development methodologies implemented in public schools. A quantitative, correlational research design was employed to determine whether the academic success in the core content areas of reading, writing, math and science could…

This chapter investigates the impact and relative advantages of two engagement models for delivering science-specific PD: school-led partnerships and external-led PD delivered by STEM experts. Traditionally professional development (PD) led by professional education experts has been used to improve the quality of science teaching and learning in…

The Chemistry Teaching Fellowship Program (CTFP) is offered to graduate students and postdoctoral researchers at the University of Toronto as an opportunity to undertake curriculum development and chemistry education research. Projects are run with faculty supervision and focus on designing new laboratory activities, lectures, tutorials,…

This study aimed at evaluating the impact of Queen Rania Teacher Academy science teachers professional development program's activities on teachers' instructional practices by identifying the successes, challenge and ways to sustain the exemplary reformed instructional practices in the science classroom. The idea is to analyze participating…

In the autumn term of 2011, it was identified that a programme of support for developing science in the curriculum was required at a newly opened special school, Beacon Reach, in Lancashire, which caters to children with autism spectrum disorders. Staff wanted to provide a relevant and meaningful curriculum, accessible even to young people who…

What would it actually look like for district or state leaders to prioritize equity for English learners in standards implementation? Because the science and English Language Development (ELD) standards are relatively new--and the idea of coordinated implementation even more so--the authors turned to the data. The first goal was to see what data…

Pedagogical competence and teaching efficacy significantly influence the quality of classroom science learning. Without applying pedagogical learning in realistic classroom environments, there is slight possibility that prospective teachers will increase their teaching confidence or develop understanding of how learners acquire and construct…

The availability of reliable evidence for teaching practices after professional development is limited across science, technology, engineering, and mathematics disciplines, making the identification of professional development "best practices" and effective models for change difficult. We aimed to determine the extent to which…

This one-day workshop for pre-service teachers was aimed at implementing a uniquely designed and ready-to-implement chemical engineering curriculum in high school coursework. This educational and professional development opportunity introduced: 1) chemical engineering curriculum and career opportunities, 2) basic industrial processes and flow…

Professional development (PD) workshops designed to help faculty move from teacher- to learner-centered science courses for undergraduates are typically evaluated with self-reported surveys that address faculty's satisfaction with a workshop, what they learned, and what they applied in the classroom. Professional development outcomes are seldom…

Data from a recent study show that investing in science teachers' professional growth and teaching ability is a wise choice. However, the professional development must have the right content (the science discipline that teachers are actually teaching), at the right time (when they are assigned to teach that science discipline), and in a stable…