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Full-Text Articles in Education
Meeting The Vision Of The Ngss: Critical Factors Of Effective Science Teaching (Poster), Elizabeth B. Lewis, Lyrica L. Lucas, Amy Tankersley, Elizabeth Hasseler, Brandon Helding
Meeting The Vision Of The Ngss: Critical Factors Of Effective Science Teaching (Poster), Elizabeth B. Lewis, Lyrica L. Lucas, Amy Tankersley, Elizabeth Hasseler, Brandon Helding
Department of Teaching, Learning, and Teacher Education: Posters and Presentations
With new national science education standards, we must understand how to prepare science teachers capable of advancing reform initiatives. In a 3-year longitudinal study we adopted a multi-method approach to investigate beginning science teachers’ instructional practices. We analyzed transcripts, observed science lessons, and documented weeks of lessons. Using this large dataset we posed research questions about the use of NGSS scientific practices in teachers’ science lessons (Project #1) and classroom diversity as it relates to teachers’ use of inquiry (Project #2). In order to expand our coding capability of science teaching data for use in our structural equation modelling efforts …
Why Domain-Specific Science Knowledge Matters In Teacher Certification: Focusing On Evidence For Effective Science Teaching, Elizabeth B. Lewis, Lyrica L. Lucas, Amy Tankersley, Elizabeth Hasseler
Why Domain-Specific Science Knowledge Matters In Teacher Certification: Focusing On Evidence For Effective Science Teaching, Elizabeth B. Lewis, Lyrica L. Lucas, Amy Tankersley, Elizabeth Hasseler
Department of Teaching, Learning, and Teacher Education: Faculty Publications
The landscape of teacher preparation is complex. From a research perspective, how to prepare teachers presents as a multilevel, multivariable puzzle. For decades, federal and state policymakers, educational researchers, and administrators, along with teacher education institutions, school districts, and other stakeholders have tried to determine and measure the key malleable factors that result in effective teaching (NRC, 2010).
Periodically, state departments of education review secondary science teaching endorsement policy guidelines. As revisions occur, teacher educators in higher education and district administrators need to engage in a multidisciplinary discussion about:
1. the ways in which strong domain-specific science content knowledge contributes …
High School Scholastic Journalism: An Empowering Force In Our Polarized Democracy And Democratic Empowerment - Scholastic Journalism Curriculum, Shelby Schmidt
High School Scholastic Journalism: An Empowering Force In Our Polarized Democracy And Democratic Empowerment - Scholastic Journalism Curriculum, Shelby Schmidt
Department of English: Dissertations, Theses, and Student Research
Consisting of two parts, this thesis explores the way a journalism classroom can create a democratic space for students that allows them to practice social life while developing more skills in tolerance and more confidence in their agency. The second portion consists of a sample curriculum to allow more democratic empowerment in our classrooms.
Advisor: Stacey Waite