Open Access
Report of the 2012 National Survey of Science and Mathematics Education.
Eric R. Banilower,P. Sean Smith,Iris R. Weiss,Kristen A. Malzahn,Kiira M. Campbell,Aaron M. Weis +5 more
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The article was published on 2013-02-01 and is currently open access. It has received 295 citations till now. The article focuses on the topics: Connected Mathematics & Core-Plus Mathematics Project.read more
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Inspiring Instructional Change in Elementary School Science: The Relationship Between Enhanced Self-efficacy and Teacher Practices
TL;DR: The authors examined the extent to which teachers' participation in a 3-year professional development program enhanced their self-efficacy and prompted changes in science instruction in the early elementary grades in rural school districts.
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Preservice teachers’ experiences of STEM integration: challenges and implications for integrated STEM teacher preparation
TL;DR: In this article, an integrated STEM education methods course was developed for secondary preservice teachers in STEM disciplines and qualitative data (e.g., interviews, student artifacts) were collected to examine the methods course students' practices and experiences of STEM integration.
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Teacher Roles of Questioning in Early Elementary Science Classrooms: A Framework Promoting Student Cognitive Complexities in Argumentation
TL;DR: The authors investigated the various roles that early elementary teachers adopt when questioning, to scaffold dialogic interaction and students' cognitive responses for argumentative practices over time, finding that teachers increasingly used multiple roles in establishing argumentative discourse as they persistently implemented an argument-based inquiry approach, and that higher levels of student cognitive responses were promoted.
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I Can't Teach Science! A Case Study of an Elementary Pre-Service Teacher's Intersection of Science Experiences, Beliefs, Attitude, and Self-Efficacy.
TL;DR: In this paper, a case study reported in this paper is part of a larger multiple cross case analysis focusing on pre-service teachers with various initial confidence and attitudes toward science and science teaching.
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Improving Science and Literacy Learning for English Language Learners: Evidence from a Pre-service Teacher Preparation Intervention
TL;DR: In this paper, a pre-service teacher development project that prepared novice teachers to promote English language and literacy development with inquiry-based science through a modified elementary science methods course and professional development for cooperating teachers was presented.