Abstract This investigation explores the effectiveness of a teacher preparation program aligned with situated learning theory on preservice science teachers' use technology during their student teaching experiences. Participants included 26 teachers enrolled in 2‐year Master Teaching program. A specific goal was to prepare support reform‐based instruction. To this end, integrated instruction across five courses and within context science. variety data sources were used characterize...

Abstract This study explores the relationship between teaching assistants (TAs) and student learning in undergraduate science laboratory classes. TAs typically instruct courses, yet little, if any, research examines professional development (PD) for or relationships instructors students settings. The use of (UTAs) same manner as graduate (GTAs) inquiry‐based lab settings has to be explored. quantitative explored how TAs’ content knowledge, beliefs about teaching, confidence change a result...

ABSTRACT Although behavioral threat assessment and management (often shortened to “threat assessment”) has become widely used in US schools, no studies have systematically examined how frequently schools conduct assessments rates vary as a function of student school demographics. Of particular concern is that students with disabilities receive at disproportionately high rates. This study the 1‐year frequency statewide sample 611 elementary, 341 middle, 269 reporting 15,301 assessments, which...

This investigation examined outcomes associated with nature of science (NOS) instruction along a science-content context continuum on the development secondary preservice teachers' conceptions and plans to teach NOS, moving beyond common dichotomy contextualized versus noncontextualized instruction. Participants comprised six teacher cohorts (n = 70) enrolled in two-year Master Teaching program. were explicitly taught current NOS using activities that incorporated varied degrees...

School psychologists are frequently called upon to assess students who have made verbal or behavioral threats of violence against others, a practice commonly known as threat assessment. One critical issue is whether the outcomes assessment generate kind racial disparities widely observed in school disciplinary practices. In 2013, Virginia became first state mandate teams all public schools. This study examined consequences for 1,836 received 779 elementary, middle, and high schools during...

Threat assessment has been widely endorsed as a school safety practice, but there is little research on its implementation. In 2013, Virginia became the first state to mandate student threat in public schools. The purpose of this study was examine statewide implementation and identify how teams distinguish serious from nonserious threats. sample consisted 1,865 cases reported by 785 elementary, middle, high Students ranged pre-K Grade 12, including 74.4% male, 34.6% receiving special...

The purpose of this qualitative investigation was to better understand teaching assistants' (TAs') perceptions training in a guided inquiry undergraduate general chemistry laboratory context. developed using existing TA literature and informed by situated learning theory. TAs engaged prior (∼25 hours) attended weekly meetings throughout the year (∼60 hours). Assessment utilized constructivist framework TAs' supporting their implementation laboratory. Participants included 20 graduate 8...

This descriptive study investigated the implementation practices of secondary science teachers who differentiate instruction. Participants included seven high school purposefully selected from four different schools located in a mid-Atlantic state. Purposeful selection ensured participants differentiated instruction (DI) their lesson implementation. Data semi-structured interviews and field notes minimum classroom observations, to capture variety differentiation strategies employed. These...

Abstract Through a randomized controlled trial, this mixed‐methods study evaluated changes in elementary science teachers’ understandings, confidence, and classroom implementation of problem‐based learning (PBL), inquiry, nature (NOS) instruction following participation professional development (PD) as well the components PD that teachers perceived facilitated these changes. Results indicated PD, treatment teacher ( n = 139) understandings confidence for teaching NOS, PBL were significantly...

Abstract Recent education reforms including the Next Generation Science Standards emphasize integrating engineering into K‐12 science instruction. Although prior studies have characterized design (ED) in settings, no validated protocols attempt to characterize ED integration secondary classrooms. The present study used and observation protocol literature develop, validate, test reliability of Classroom Observation Protocol for Engineering Design (COPED) instrument. Consistent with...

The purpose of this investigation was to explore changes in undergraduate and graduate teaching assistants' (TAs') content knowledge beliefs about within the context an inquiry-based laboratory course. TAs received professional development (PD), which informed by TA training literature base designed for implementing a guided inquiry approach general chemistry instruction. engaged ∼20 h presemester PD ∼30 weekly follow-up during semester. study utilized multiple-methods social constructivist...

Threat assessment has been proposed as a method for schools to respond student threats of violence that does not rely on exclusionary discipline practices (e.g., suspension, transfer, expulsion, arrest). The present study compared disciplinary consequences 657 students in 260 using the Comprehensive Student Assessment Guidelines (CSTAG) with comparison group 661 267 more general threat approach. odds receiving CSTAG would receive suspension (OR = 0.59) or law enforcement action 0.47) were...

This randomised controlled trial used a mixed-methods approach to investigate the frequency and how elementary teachers integrated engineering design (ED) principles into their science instruction following professional development (PD). The ED components of PD were aligned with Cunningham Carlsen’s [(2014). Teaching practices. Journal Science Teacher Education, 25, 197–210] guidelines for promoted inclusion within teaching. treatment group included 219 from 83 schools. Participants in...

Undergraduate science courses typically rely on teaching assistants (TAs) to teach introductory laboratory classes. However little research investigates how support TAs implement reform-based in undergraduate settings, and particular, what factors may influence TAs’ motivation within instructional contexts. This qualitative study used an Expectancy-Value Theory (EVT) framework of explore: (1) expectancy beliefs subjective values project-based inquiry contexts; (2) relationships among value...

The beginning years of a teacher's career are among the most challenging and complex. Content-specific induction programmes can help teachers navigate these early teaching build their instructional practices. Although there is growing interest in studying new teachers' reform-based instruction, little known about science implementation process skills, inquiry, problem-based learning (PBL). purpose this study was to understand how participation two-year programme influenced extent PBL enacted...

Lindsay B. Wheelera* , Bridget K. Mulveyb Jennifer L. Maengd Mila Rosa Librea-Cardenb* & Randy Bellca Center for Teaching Excellence, University of Virginia, Charlottesville, VA, USAb School Teaching, Learning and Curriculum Studies, Kent State University, Kent, OH, USAc College Education, Oregon Corvallis, OR, USAd Curriculum, Instruction, Special Curry Education Human Development, USA

Abstract This study describes how district science coordinators supported teachers and implemented professional development in their districts following participation the Science Coordinator Academy. qualitative descriptive case comprised three from a mid‐Atlantic state, as well principals those districts. Data sources, including observations, surveys, artifacts, interviews, were analyzed using framework method (Gale, Heath, Cameron, Rashid, & Redwood, 2013). District context,...