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Theory Guided Professional Development In Early Childhood Science Education, Soo-Young Hong, Julia Torquati, Victoria J. Molfese
Theory Guided Professional Development In Early Childhood Science Education, Soo-Young Hong, Julia Torquati, Victoria J. Molfese
Soo-Young Hong
The importance of early and developmentally appropriate science education is increasingly recognized. Consequently, creation of common guidelines and standards in early childhood science education has begun (National Research Council (NRC), 2012), and researchers, practitioners, and policy makers have shown great interest in aligning professional development with the new guidelines and standard. There are some important issues that need to be addressed in order to successfully implement guidelines and make progress toward accomplishing standards. Early childhood teachers have expressed a lack of confidence in teaching science and nature (Torquati, Cutler, Gilkerson, & Sarver, in press) and have limited science and pedagogical …
Professional Development Of History Content And Skills: Measuring Effects On Teachers And Students, Teresa J. Wanser
Professional Development Of History Content And Skills: Measuring Effects On Teachers And Students, Teresa J. Wanser
Teresa J Wanser
National and local standards in history are evolving from standards on history content to standards on critical thinking and analyzing historical documents. The purpose of this research was to determine the effects of professional development received by K-12 teachers on infusing historical thinking skills into their history instruction. Changes in teacher use and application as well as impacts on students’ self-efficacy were examined. Forty-eight (48) teachers from a mid-western public school district participated in an accredited masters of historical studies degree program at a mid-western liberal arts university. The two and one-half years masters degree program infused historical thinking skills …