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Direct linkDavidson, Shannon G.; Jaber, Lama Z.; Southerland, Sherry A. – Science Education, 2020
A critical component to disciplinary engagement in science is that of epistemic affect--learning how to "feel" as scientists do when engaged in their work. The emotional responses, feelings, and dispositions that emerge as one participates in the construction of knowledge are part and parcel to the experiences of scientists and, we…
Descriptors: Science Instruction, Elementary School Teachers, Scientific Research, Teacher Researchers
Lindsay, William E.; Otero, Valerie K. – Science Education, 2023
This study examines the impact of organizational purposes and values on reforming physics instruction to align with a practice-based instructional approach, in a case of engaging in infrastructuring with a no-excuses charter network. The network's instruction was guided by organizational purposes of ensuring predictable academic success and…
Descriptors: Educational Change, Physics, Science Instruction, Alignment (Education)
Piqueras, Jesús; Achiam, Marianne – Science Education, 2019
Educators' work is a key element in museums' learning experience, yet knowledge about their professional development is still limited. In this study, we followed three science museum educators' professional growth during collaboration with researchers, with special focus on the introduction of research-based frameworks in their practice. To…
Descriptors: Science Education, Museums, Faculty Development, Science Teachers
Enderle, Patrick; Dentzau, Michael; Roseler, Katrina; Southerland, Sherry; Granger, Ellen; Hughes, Roxanne; Golden, Barry; Saka, Yavuz – Science Education, 2014
Following the argument that an explicit focus on teacher thinking is an important outcome for professional development (Capps, Crawford, & Costas, 2012; Desimone, 2009), the research presented here examines the impact of one form of professional development, Research Experiences for Teachers (RETs), has in shaping teachers' beliefs and…
Descriptors: Teacher Researchers, Elementary School Teachers, Middle School Teachers, High Schools
Bianchini, Julie A.; Dwyer, Hilary A.; Brenner, Mary E.; Wearly, Alayna J. – Science Education, 2015
We investigated a 2.5-year professional development effort designed to support practicing science and mathematics teachers in understanding equity and enacting equitable practices. Our purpose was to inform the research base on effective equity professional development, toward the goal of better supporting science and mathematics teachers in…
Descriptors: Faculty Development, Science Teachers, Mathematics Teachers, Equal Education
Blanchard, Margaret R.; Southerland, Sherry A.; Granger, Ellen M. – Science Education, 2009
Inquiry is seen as central to the reform of science teaching and learning, but few teachers have experience with scientific inquiry and thus possess very naive conceptions of it. One promising form of professional development, research experiences for teachers (RETs), allows teachers to experience scientific inquiry in the hopes that these…
Descriptors: Ecology, Educational Change, Science Teachers, Faculty Development
