NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 7 results Save | Export
Teaching Aquatic Science as Inquiry through Professional Development: Teacher Characteristics and Student Outcomes
Peer reviewed Peer reviewed
Direct linkDirect link
Duncan Seraphin, Kanesa; Harrison, George M.; Philippoff, Joanna; Brandon, Paul R.; Nguyen, Thanh Truc T.; Lawton, Brian E.; Vallin, Lisa M. – Journal of Research in Science Teaching, 2017
We present an inquiry-based, aquatic science professional development (PD) for upper-elementary, middle, and high school teachers and examine changes in student outcomes in light of participating teachers' characteristics and the grade band of the students. Our study lends support to the assertion that inquiry- and content-focused PD, paired with…
Descriptors: Teacher Characteristics, Outcomes of Education, Faculty Development, Active Learning
Low (Linear) Teacher Effect on Student Achievement in Pre-Academic Physics Education
Peer reviewed Peer reviewed
Direct linkDirect link
Cottaar, Alice – Journal of Research in Science Teaching, 2012
This study investigates the effect of physics education on students' achievement in a large-scale quantitative study of pre-academic high school students throughout the Netherlands. Two aspects of teacher characteristics as perceived by their students are included: "pleasantness" principally defined by their perceived friendliness and…
Descriptors: Foreign Countries, Secondary School Science, Physics, Structural Equation Models
A Factor Analytic Study of Secondary Science Teacher Competencies within which Growth is Perceived as Important by Science Teachers, Supervisors, and Teacher Educators.
Peer reviewed Peer reviewed
Tulloch, Bruce R. – Journal of Research in Science Teaching, 1986
Designed to refine and extend the procedures and analyses of prior science teacher competency research, this study focused on the competencies perceived as important to effective science teaching. Included are explanations of the research approach, instrument development, sampling populations, and educational implications. (ML)
Descriptors: Competence, Instructional Improvement, Science Education, Science Instruction
Teaching for Understanding: Exemplary Practice in High School Chemistry.
Peer reviewed Peer reviewed
Garnett, Patrick J.; Tobin, Kenneth – Journal of Research in Science Teaching, 1989
Investigates specific strategies and activities used by two chemistry teachers to enhance student understanding of chemistry at the 11th- and 12fth-grade levels. Discusses teacher characteristics, class activities, classroom management, and monitoring for understanding. (YP)
Descriptors: Chemistry, Foreign Countries, Science Instruction, Science Teachers
A Comparison of Teacher and Principal Perception of an Outstanding Science Teacher.
Peer reviewed Peer reviewed
Searles, William E.; Kudeki, Naile – Journal of Research in Science Teaching, 1987
Reports on a study done in Quebec, Canada, to determine the level of agreement or disagreement between principals and teachers using established criteria to measure the effectiveness of a science teacher. Results were used in an attempt to construct a profile of the attributes of an outstanding science teacher. (TW)
Descriptors: Evaluation Criteria, Evaluation Methods, Foreign Countries, Science Education
Correlates of Class Attitude Toward Science.
Peer reviewed Peer reviewed
Haladyna, Tom; And Others – Journal of Research in Science Teaching, 1983
Explored relationships of students, teachers, and learning environment variables to science attitude. Variables found related to science attitude of all classes at grade levels four, seven, and nine were: sense of importance of science; student fatalism; teacher quality; and numerous learning environment variables. Implications for science…
Descriptors: Classroom Environment, Elementary Education, Elementary School Science, Junior High Schools
Comparative Study of the Pedagogical Content Knowledge of Experienced and Novice Chemical Demonstrators.
Peer reviewed Peer reviewed
Clermont, Christian P.; And Others – Journal of Research in Science Teaching, 1994
Examines similarities and differences between the experienced and novice science teachers' (n=23) pedagogical content knowledge with respect to demonstration teaching. Concludes that experienced demonstrators have a broader understanding for chemical demonstration teaching than do novices. Suggestions are made to assist novice teachers in…
Descriptors: Chemistry, Demonstrations (Educational), Educational Research, High Schools