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Effects of Teacher Professional Development and Science Classroom Learning Environment on Students' Science Achievement
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Li, Siqi; Liu, Xiufeng; Yang, Yang; Tripp, Jennifer – Research in Science Education, 2022
Science classroom learning environment (CLE) and science teacher professional development (PD) are two important factors in students' science learning. However, the nature of the science CLE and school-level PD that promotes students' science achievement remains unclear. Using the Program for International Student Assessment (PISA) 2015 data, this…
Descriptors: Science Education, Classroom Environment, Science Teachers, Faculty Development
Effects of a Professional Development Program on Science Teacher Knowledge and Practice, and Student Understanding of Interdisciplinary Science Concepts
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Yang, Yang; Liu, Xiufeng; Gardella, Joseph A., Jr. – Journal of Research in Science Teaching, 2020
Situated in the context of an in-service professional development (PD) program focused on Interdisciplinary Science Inquiry, this quantitative study tests the validity of and further explores the theoretical model adapted from Desimone's (2009), "Educational Researcher," 38, 181-199 conceptual framework on effectiveness of PD. The…
Descriptors: Faculty Development, Program Effectiveness, Science Teachers, Scientific Concepts
Development and Validation of an Observation Protocol for Measuring Science Teachers' Modeling-Based Teaching Performance
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Shi, Fan; Wang, Lei; Liu, Xiufeng; Chiu, Mei-Hung – Journal of Research in Science Teaching, 2021
To achieve the goal of cultivating students' scientific modeling competence, it is crucial to improve teachers' epistemic knowledge and skills with respect to modeling-based teaching. Taking into consideration existing studies on enhancing teaching competence and teachers' professional development on modeling, and the importance of classroom…
Descriptors: Test Construction, Test Validity, Classroom Observation Techniques, Observation
Examining Science Teachers' Development of Interdisciplinary Science Inquiry Pedagogical Knowledge and Practices
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Chowdhary, Bhawna; Liu, Xiufeng; Yerrick, Randy; Smith, Erica; Grant, Brooke – Journal of Science Teacher Education, 2014
The current literature relates to how teachers develop knowledge and practice of science inquiry, but little has been reported on how teachers develop interdisciplinary science inquiry (ISI) knowledge and practice. This study examines the effect of university research experiences, ongoing professional development, and in-school support on…
Descriptors: Science Teachers, Science Instruction, Pedagogical Content Knowledge, Teaching Methods
Alignment between the Physics Content Standard and the Standardized Test: A Comparison among the United States-New York State, Singapore, and China-Jiangsu
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Liu, Xiufeng; Zhang, Baohui; Liang, Ling L.; Fulmer, Gavin; Kim, Beaumie; Yuan, Haiquan – Science Education, 2009
Alignment between content standards and standardized tests is a significant issue to society, science pedagogy, and test validation. To better understand the issues related to alignment, this study compares the alignment in physics among three education systems: Jiangsu (China), New York State (United States), and Singapore. The same coding…
Descriptors: Standardized Tests, Academic Standards, Physics, Foreign Countries