Graduate teaching assistants are often left out of the science teacher education reform agenda, but these science educators are responsible for significant amounts of undergraduate instruction especially at large research universities. Within science departments specifically, a number of courses and laboratories are taught by graduate teaching…

The authors worked with 22 middle school math and science teachers for one year with the goal of improving the quantity and quality of inquiry-based instruction implemented in the classroom. The professional development experience was framed by the 4E x 2 Instruction Model, which combines key components of inquiry instruction (Engage, Explore,…

Because of the historically low numbers of minorities in geoscience careers and college majors, an area of growing attention is how teacher professional development may be utilized to increase diversity in the geosciences (Pecore et al., 2007; Sedlock & Metzger, 2007). This paper examines teacher preferences for the timing, location and…

This paper investigates the impact of a two-year professional development program on teacher self-efficacy for inquiry-based instruction. The program utilizes scientist-teacher partnerships to develop content knowledge, inquiry-based instruction, and leadership skills for in-service STEM teachers. Participating teachers are administered a survey…

The goal of the two Power of Data (POD) projects was to increase science, technology and math skills through the implementation of project-based learning modules that teach students how to solve problems through data collection and analysis utilizing geospatial technologies. Professional development institutes in two formats were offered to…

Teaching science through inquiry-based, student-centered instructional methods has been consistently emphasized by science education reform documents such as the National Research Council's (NRC) "National Science Education Standards" (NSES), and practically all states have adopted inquiry standards. In order for science education…

Describes sources for upgrading a methods course for teaching science in middle and high schools and solicits input from science supervisors for course improvement. (KHR)

Best practice research in secondary science education begins with a noble goal: learn from the excellence of past instruction in order to help mold future instructional practice. On the surface, it seems that all people need to do is find excellent science teachers, find out what they do in the classroom, and recreate this in other classes around…

Describes a study that investigated the self-efficacy and outcome expectancy of local teachers who participated in a professional development outreach program. Suggests that the outcome expectancy and self-efficacy of teachers did not depend on the students' economic status, geography, or ethnicity. (Contains 13 references.) (Author/YDS)

The early drafts of the National Science Education Standards (NSES) did not include any mention of staff development; it was not considered as part of the needed visions for changing school science. It was when the final draft was offered to the leadership in the National Academy of Sciences that a section on Staff Development was added in…