Kelly Feille

TL;DR: This paper investigated how the specialized science content knowledge of Black girls is differentiated on the NAEP and how the dispositions, opportunities to learn, and parental involvement mechanisms are characterized by the assessment data.

TL;DR: In this paper, a naturalistic study addresses the experiences of three teachers who use a schoolyard garden to teach their students using a narrative approach, the teachers' stories are shared and layered together revealing thematic similarities and differences.

TL;DR: In this article, the authors investigated the professional life histories of upper elementary science teachers who were identified as effective both within the classroom and in the outdoor learning environment (OLE), and collected narratives of five teachers, collected through semistructured and open-ended interviews, provided the data for the study.

TL;DR: Although much research has examined the professional development (PD) of science teachers, questions remain about what aspects of PD contribute to teacher change as mentioned in this paper, and it is important to continue to exa...

Abstract: Science education theory and reform call on elementary educators to provide authentic science learning experiences in a constructivist learning environment. The natural surroundings of the schoolyard offer an often undeveloped and/or undiscovered pedagogical tool that can help teachers meet these reform-based goals in science teaching. There is little research investigating the pedagogical development of teachers who use the schoolyard to teach. Understanding the framework of development of schoolyard pedagogy can help pre- and in-service teacher educators prepare effective elementary science teachers to take advantage of the teaching opportunities in the schoolyard. This manuscript constructs a framework of development of schoolyard pedagogy as described in the themes of experience across the professional life histories of elementary teachers who frequently use the schoolyard to teach. This framework can inform both pre- and in-service teacher educators who aim to support the development of a pedagogy that goes beyond the four walls of a classroom.