Elementary teachers’ use of language to label and interpret science concepts
AbstractThis qualitative study examined how three teachers of upper elementary students used science vocabulary in their lessons. The data revealed that teachers used vocabulary to label science...
View ArticleWriting Like a Scientist: Exploring Elementary Teachers’ Understandings and...
AbstractThis qualitative study examined the connections between elementary teachers’ conceptions of how scientists use writing and how the teachers used writing during science lessons. Data collected...
View ArticleMethodological Understandings from Elementary Science Lesson Study...
AbstractTeacher learning, as well as the development and testing of curriculum materials, are key for teaching lessons that bring the goals of the Next Generation Science Standards to life in...
View ArticleExploring iconic interpretation and mathematics teacher development through...
AbstractField placements serve as the traditional ‘clinical’ experience for prospective mathematics teachers to immerse themselves in the mathematical challenges of students. This article reports data...
View ArticleThe Right “Fit”: Exploring Science Teacher Candidates’ Approaches to Natural...
AbstractTeachers and students struggle with the complexities surrounding the evolution of species and the process of natural selection. This article examines how science teacher candidates (STCs)...
View ArticleLesson Study: A Multifaceted Approach to Improving Multicultural Science...
AbstractLesson study is a form of teacher professional learning centering the study of public enactment of instruction and students’ learning in live time amid careful study of curriculum, standards,...
View ArticleLesson Study: A Multifaceted Approach to Improving Multicultural Science...
AbstractLesson study is a form of teacher professional learning centering the study of public enactment of instruction and students’ learning in live time amid careful study of curriculum, standards,...
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