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Ayana McCoy, Abigail Jurist Levy, Kim Frumin, Frances Lawrenz, Christopher Dede, Arthur Eisenkraft, Christian Fischer, Barry Fishman & Brandon Foster. (2020) From the Inside Out: Teacher Responses to the AP Curriculum Redesign. Journal of Science Teacher Education 31:2, pages 208-225.
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Preethi Titu, Elizabeth A. Ring-Whalen, Julie C. Brown & Gillian H. Roehrig. (2018) Exploring Changes in Science Teachers’ Attitudes Toward Culturally Diverse Students During an Equity-Focused Course. Journal of Science Teacher Education 29:5, pages 378-396.
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Anne O’ Dwyer. (2018) An Insight Into How a Constructivist Professional Development Program Can Influence Practice in Six High School Chemistry Classrooms. Journal of Science Teacher Education 29:5, pages 353-377.
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Yuen Sze Michelle Tan & Samson Madera Nashon. (2015) Promoting teachers’ collaborative exploration of a new science curriculum: the case of a Singapore learning study. Professional Development in Education 41:4, pages 671-689.
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Bhawna Chowdhary, Xiufeng Liu, Randy Yerrick, Erica Smith & Brooke Grant. (2014) Examining Science Teachers’ Development of Interdisciplinary Science Inquiry Pedagogical Knowledge and Practices. Journal of Science Teacher Education 25:8, pages 865-884.
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Yuen Sze Michelle Tan & Samson Madera Nashon. (2013) Promoting Teacher Learning Through Learning Study Discourse: The Case of Science Teachers in Singapore. Journal of Science Teacher Education 24:5, pages 859-877.
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Anton Jozef Vos, Ruurd Taconis, WimM. G. Jochems & Albert Pilot. (2011) Classroom Implementation of Context‐based Chemistry Education by Teachers: The relation between experiences of teachers and the design of materials. International Journal of Science Education 33:10, pages 1407-1432.
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Fer Coenders, Cees Terlouw, Sanne Dijkstra & Jules Pieters. (2010) The Effects of the Design and Development of a Chemistry Curriculum Reform on Teachers’ Professional Growth: A Case Study. Journal of Science Teacher Education 21:5, pages 535-557.
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Articles from other publishers (11)
Youngshin Kim, Yun-hye Lee, Hyonyong Lee & Soo-min Lim. (2022) ALIGNMENT OF CONCEPTS OF MEIOSIS AMONG CURRICULUM, TEXTBOOKS, CLASSROOM TEACHING AND ASSESSMENT IN UPPER SECONDARY SCHOOL IN REPUBLIC OF KOREA. Journal of Baltic Science Education 21:2, pages 232-244.
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Michelle Barnard & Jenny Ferrier-Kerr. 2021. Pedagogy and Partnerships in Innovative Learning Environments. Pedagogy and Partnerships in Innovative Learning Environments
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Erica L. Smith, Carolyn A. Parker, David McKinney & Jeffrey Grigg. (2018) Conditions and decisions of urban elementary teachers regarding instruction of STEM curriculum. School Science and Mathematics 118:5, pages 156-168.
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O. Kascak, B. Pupala & T. Mbugua. (2015) Slovak Preschool Curriculum Reform and Teachers’ Emotions: An Analysis of Facebook Posts. Early Childhood Education Journal 44:6, pages 573-580.
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Ming-Chin Su, Che-Ming Tsai, Hui-Chi Chang, Wen-Hua Chang & Chen-Yung Lin. 2016. Science Education Research and Practices in Taiwan. Science Education Research and Practices in Taiwan
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Matthew Atencio, Yuen Sze Michelle Tan, Susanna Ho & Chew Ting Ching. (2014) ‘The strawberry generation… they are too pampered’. European Physical Education Review 21:1, pages 31-50.
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Brian Lewthwaite, Tanya Doyle & Thomas Owen. (2014) “Did something happen to you over the summer?”: tensions in intentions for chemistry education. Chem. Educ. Res. Pract. 15:2, pages 142-155.
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Machiel J. Stolk, Onno De Jong, Astrid M. W. Bulte & Albert Pilot. (2010) Exploring a Framework for Professional Development in Curriculum Innovation: Empowering Teachers for Designing Context-Based Chemistry Education. Research in Science Education 41:3, pages 369-388.
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임수민, 이준기, 장병호, YoungShin Kim & 정재훈. (2011) An Analysis of Alignment between Instructional Objectives, Students’ Acquired Knowledge, and Evaluation Items in ‘Stimulus and Reaction’ Unit in Science Class of Middle Schools. BIOLOGY EDUCATION 39:1, pages 95-105.
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