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Full-Text Articles in Education
Building Exemplary Teaching Practices: Following The Paths Of New Science Teachers, Elizabeth B. Lewis, Ana Rivero, Aaron A. Musson, Jia Lu, Lyrica Lucas
Building Exemplary Teaching Practices: Following The Paths Of New Science Teachers, Elizabeth B. Lewis, Ana Rivero, Aaron A. Musson, Jia Lu, Lyrica Lucas
Department of Teaching, Learning, and Teacher Education: Posters and Presentations
There are few comprehensive studies of beginning science teachers that describe enacted teaching practices in terms of inquiry-based instruction, classroom discourse, assessment, and curricular choices, and explore how these factors interact with teaching self-efficacy. We conducted a 3-year, longitudinal study of four cohorts of master’s level science teacher education program graduates. We coded and analyzed 319 science lessons of new teachers from student teaching to third year post-program to describe teachers’ enacted practices and gathered annual teaching self-efficacy reports to examine teachers’ beliefs. Our analysis resulted in key findings relevant to future programmatic improvements. First, when we reviewed specific inquiry-based …
A Professional Learning Community Activity For Science Teachers: How To Incorporate Discourse-Rich Instructional Strategies Into Science Lessons, Elizabeth Lewis, Dale Baker, Nievita Bueno Watts, Michael Lang
A Professional Learning Community Activity For Science Teachers: How To Incorporate Discourse-Rich Instructional Strategies Into Science Lessons, Elizabeth Lewis, Dale Baker, Nievita Bueno Watts, Michael Lang
Department of Teaching, Learning, and Teacher Education: Faculty Publications
In this article we describe current educational research underlying a comprehensive model for building a scientific classroom discourse community. We offer a professional development activity for a school-based professional learning community, providing specific science instructional strategies within this interactive teaching model. This design activity provides a quick and practical means of transforming science lessons to be more engaging for students. Through this activity teachers can redesign any science lesson by focusing on each of the five core components of a scientific classroom discourse community: (a) scientific inquiry, (b) oral discourse, (c) written discourse, (d) academic language development, and (e) learning …