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Utah State University

Teacher Education and Leadership Faculty Publications

Science

Articles 1 - 5 of 5

Full-Text Articles in Education

Processes And Pathways: How Do Mathematics And Science Partnerships Measure And Promote Growth In Teacher Content Knowledge?, Patricia S. Moyer-Packenham, A. Westenskow Jan 2012

Processes And Pathways: How Do Mathematics And Science Partnerships Measure And Promote Growth In Teacher Content Knowledge?, Patricia S. Moyer-Packenham, A. Westenskow

Teacher Education and Leadership Faculty Publications

Intense focus on student achievement results in mathematics and science has brought about claims that K-12 teachers should be better prepared to teach basic concepts in these disciplines. The focus on teachers' mathematics and science content knowledge has been met by efforts to increase teacher knowledge through funded national initiatives focusing on mathematics and science. The purpose of the present study was to look across projects in the National Science Foundation's Math and Science Partnership Program to determine how partnerships developed processes for measuring growth in teacher content knowledge. Pre- and post-testing was the most common process for measuring ...


Scientific Inquiry In The Genetics Laboratory: Biologists And University Science Teacher Educators Collaborating To Increase Engagements In Science Processes., Todd Campbell, P. G. Wolf, J. P. Der, E. Packenham, N. Abd-Hamid Jan 2011

Scientific Inquiry In The Genetics Laboratory: Biologists And University Science Teacher Educators Collaborating To Increase Engagements In Science Processes., Todd Campbell, P. G. Wolf, J. P. Der, E. Packenham, N. Abd-Hamid

Teacher Education and Leadership Faculty Publications

No abstract provided.


The Assessment Of Mathematics And Science Teacher Quality, Patricia S. Moyer-Packenham, Johnna J. Bolyard, Anastasia Kitsantas, Hana Oh Jan 2008

The Assessment Of Mathematics And Science Teacher Quality, Patricia S. Moyer-Packenham, Johnna J. Bolyard, Anastasia Kitsantas, Hana Oh

Teacher Education and Leadership Faculty Publications

The purpose of this study was to examine the types of instruments being used to document mathematics and science teacher quality characteristics in 48 nationally funded mathematics and science education awards. Each of the 48 projects operationalized teacher quality and determined how to assess it. The main research questions examined the instruments awardees used to gather data on mathematics and science teacher quality, and the main characteristics of teachers examined by awardees. Results showed that awardees most frequently used surveys or questionnaires to assess characteristics of mathematics and science teacher quality. The most common teacher characteristics examined by awardees' included ...


A Review Of The Literature On Mathematics And Science Teacher Quality, Johnna J. Bolyard, Patricia S. Moyer-Packenham Jan 2008

A Review Of The Literature On Mathematics And Science Teacher Quality, Johnna J. Bolyard, Patricia S. Moyer-Packenham

Teacher Education and Leadership Faculty Publications

A large body of literature exists that examines teacher quality characteristics and the relationship of indicators of those characteristics to teacher effectiveness. This existing research literature broadly views teacher quality research without illuminating specific areas of teacher quality, such as mathematics and science. In an effort to focus the literature base for researchers and policymakers more narrowly, this review specifically examines teacher quality as it relates to mathematics and science teaching and learning. The review highlights key policy and practitioner perspectives, provides a focused synthesis on current research findings on mathematics and science teacher quality, and suggests areas of research ...


Reassessing Possible Naturalized Ideology Regarding Science, Education, And Religion., Todd Campbell Jan 2006

Reassessing Possible Naturalized Ideology Regarding Science, Education, And Religion., Todd Campbell

Teacher Education and Leadership Faculty Publications

This manuscript asks questions about what may be the naturalized, or taken for granted, ideologies in science education regarding religion. There have been times in history when religion has taken a dogmatic role in limiting the practices of science (e.g. the Roman Catholic Church and Galileo). This manuscript reflects on the dogmatic ideals through reaching beyond the capacities of an empirical way of knowing. A Science, Technology, and Society (STS) approach to science teaching is considered as a possible mechanism for honoring both science and religion as valid yet different ways of knowing and better addressing students’ integration of ...