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…

This paper reviews Ghana's performance in the TIMSS 2011 survey in comparison with other African and some high performing countries which participated in the TIMSS assessment. Students' achievement in the science content areas assessed were summarized and teacher preparation constructs of teachers of the students who took part in the assessment…

Although studies have documented teachers' growth in assessing science resulting from professional development or science methods courses, little attention has been given to growth while being prepared to assess a linguistically diverse student population. In this study, the growth of 11 secondary science preservice teachers is documented by…

According to the National Research Council (NRC 2007), three critical components significantly influence students' science learning: teacher knowledge, teachers' opportunities to learn, and instructional systems. If students' science achievement is strongly correlated with teachers' science competence, and core competencies are central to…

The authors question whether elementary students will have access to effective science and mathematics instruction within the current structure of elementary schools, in which each classroom teachers is expected to possess the expertise to teach all subjects well. They review research showing that good teachers are the key to student achievement…