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Junior High, Intermediate, Middle School Education and Teaching Commons™
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Articles 1 - 2 of 2
Full-Text Articles in Junior High, Intermediate, Middle School Education and Teaching
The Influence Of Observational Experience And Metaconceptual Teaching Activities On Secondary Science Teacher Candidates’ Conceptual Understandings Of The Practices Of Science, Jillian L. Wendt, Brandy Huderson
The Influence Of Observational Experience And Metaconceptual Teaching Activities On Secondary Science Teacher Candidates’ Conceptual Understandings Of The Practices Of Science, Jillian L. Wendt, Brandy Huderson
Journal of Mathematics and Science: Collaborative Explorations
Research supports that the use of intentional, metaconceptual teaching practices enhances teacher candidates’ conceptual change, thus affecting teacher candidates’ accumulation of new knowledge and understanding. With the increased focus on and need to accommodate the calls for enhanced science teacher education of the Next Generation Science Standards and the related practices of science, it is important to consider how teacher preparation programs enact conceptual change among teacher candidates that align with the current calls. This study examines intentional, metaconceptual teaching activities coupled with observational field experiences with mentor scientists to determine whether engagement in these activities affects teacher candidates’ understandings …
Cultural Diversity Professional Development In Schools Survey, Krystal R. Thomas, Hillary Parkhouse, Jesse Senechal, Zoey Lu, Laura Faulcon, Julie Gorlewski, David B. Naff
Cultural Diversity Professional Development In Schools Survey, Krystal R. Thomas, Hillary Parkhouse, Jesse Senechal, Zoey Lu, Laura Faulcon, Julie Gorlewski, David B. Naff
MERC Publications
This report presents findings from the Metropolitan Educational Research Consortium (MERC) Cultural Diversity Within Schools Survey. This survey was designed for school- based professionals (i.e., teachers, instructional staff, administrators) within the MERC region. Administered in the fall of 2018, the survey collected information about experiences of professional development related to cultural diversity, attitudes toward cultural diversity within schools, perceptions of barriers and opportunities, and perspectives on the need for professional development. Section 1 of the report discusses the context for this survey effort: increased cultural diversity in our schools, increased cultural mismatch between students and teachers, and multicultural education as …