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Reform-Based Science Teaching: A Mixed-Methods Approach To Explaining Variation In Secondary Science Teacher Practice, Lauren E. Jetty
Reform-Based Science Teaching: A Mixed-Methods Approach To Explaining Variation In Secondary Science Teacher Practice, Lauren E. Jetty
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The purpose of this two-phase, sequential explanatory mixed-methods study was to understand and explain the variation seen in secondary science teachers' enactment of reform-based instructional practices. Utilizing teacher socialization theory, this mixed-methods analysis was conducted to determine the relative influence of secondary science teachers' characteristics, backgrounds and experiences across their teacher development to explain the range of teaching practices exhibited by graduates from three reform-oriented teacher preparation programs. Data for this study were obtained from the Investigating the Meaningfulness of Preservice Programs Across the Continuum of Teaching (IMPPACT) Project, a multi-university, longitudinal study funded by NSF.
In the first quantitative …