Citations (22)
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Read on this site (10)
Lama Z. Jaber. (2021) “He got a glimpse of the joys of understanding” – The role of epistemic empathy in teacher learning. Journal of the Learning Sciences 30:3, pages 433-465.
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Lynda Dunlop, Maria Turkenburg-van Diepen, Kerry J. Knox & Judith Bennett. (2020) Open-ended investigations in high school science: teacher learning intentions, approaches and perspectives. International Journal of Science Education 42:10, pages 1715-1738.
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Michel Grangeat. (2016) Dimensions and Modalities of Inquiry-Based Teaching: Understanding the Variety of Practices. Education Inquiry 7:4.
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Joni M. Lakin & Carolyn S. Wallace. (2015) Assessing Dimensions of Inquiry Practice by Middle School Science Teachers Engaged in a Professional Development Program. Journal of Science Teacher Education 26:2, pages 139-162.
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Jeff C. Marshall & Daniel M. Alston. (2014) Effective, Sustained Inquiry-Based Instruction Promotes Higher Science Proficiency Among All Groups: A 5-Year Analysis. Journal of Science Teacher Education 25:7, pages 807-821.
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Katherine
L. McNeill, Diane
Silva Pimentel & Eric
G. Strauss. (2013) The Impact of High School Science Teachers’ Beliefs, Curricular Enactments and Experience on Student Learning During an Inquiry-based Urban Ecology Curriculum. International Journal of Science Education 35:15, pages 2608-2644.
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Stephen L. Pruitt & Carolyn S. Wallace. (2012) The Effect of a State Department of Education Teacher Mentor Initiative on Science Achievement. Journal of Science Teacher Education 23:4, pages 367-385.
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Andrea R. Milner, Toni A. Sondergeld, Abdulkadir Demir, Carla C. Johnson & Charlene M. Czerniak. (2012) Elementary Teachers’ Beliefs About Teaching Science and Classroom Practice: An Examination of Pre/Post NCLB Testing in Science. Journal of Science Teacher Education 23:2, pages 111-132.
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Carla C. Johnson, Danhui Zhang & Jane Butler Kahle. (2012) Effective Science Instruction: Impact on High-Stakes Assessment Performance. RMLE Online 35:9, pages 1-14.
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Amanda Williams. (2011) A Call for Change: Narrowing the Achievement Gap between White and Minority Students. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 84:2, pages 65-71.
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Articles from other publishers (12)
Misfer AlSalouli, Mohammed AlGhamdi, Fahad AlShaya, Abdu AlMufti, Bakeel Aldarwani & Stefano Pagliarani. (2024) The impact of science teaching strategies in the Arabic-speaking countries: A multilevel analysis of TIMSS 2019 data. Heliyon 10:5, pages e27062.
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Matthew D. Gromlich, Peter D. Wiens & Heather Whitesides. (2023) Embracing Multicultural Education: How Preservice Mathematics Teachers’ Attitudes Towards Multicultural Pedagogies Differ From Their Non-Mathematics Peers. European Journal of Educational Research volume-12-2023:volume-12-issue-3-july-2023, pages 1425-1435.
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Aeran Choi, Elsun Seung & DaEun Kim. (2019) Science Teachers’ Views of Argument in Scientific Inquiry and Argument-Based Science Instruction. Research in Science Education 51:S1, pages 251-268.
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Stephen C. Scogin, Baki Cavlazoglu, Jennifer LeBlanc & Carol L. Stuessy. (2017) Inspiring science achievement: a mixed methods examination of the practices and characteristics of successful science programs in diverse high schools. Cultural Studies of Science Education 13:3, pages 649-670.
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Xiaoyu Qian, Ratna Nandakumar, Joseph Glutting, Danielle Ford & Steve Fifield. (2017) Gender and Minority Achievement Gaps in Science in Eighth Grade: Item Analyses of Nationally Representative Data. ETS Research Report Series 2017:1, pages 1-19.
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Jeff C. Marshall, Julie B. Smart & Daniel M. Alston. (2016) Inquiry-Based Instruction: A Possible Solution to Improving Student Learning of Both Science Concepts and Scientific Practices. International Journal of Science and Mathematics Education 15:5, pages 777-796.
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Carla C. Johnson, Virginia L. J. Bolshakova & Tammy Waldron. (2014) When Good Intentions and Reality Meet. Urban Education 51:5, pages 476-513.
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Carla C. Johnson & Virginia L. J. Bolshakova. (2015) Moving Beyond “Those Kids”: Addressing Teacher Beliefs Regarding the Role of Culture Within Effective Science Pedagogy for Diverse Learners. School Science and Mathematics 115:4, pages 179-185.
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Michelle J. Barthlow & Scott B. Watson. (2014) The Effectiveness of Process‐Oriented Guided Inquiry Learning to Reduce Alternative Conceptions in Secondary Chemistry. School Science and Mathematics 114:5, pages 246-255.
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Ömer Acar. (2014) Scientific reasoning, conceptual knowledge, & achievement differences between prospective science teachers having a consistent misconception and those having a scientific conception in an argumentation-based guided inquiry course. Learning and Individual Differences 30, pages 148-154.
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Carla C. Johnson. (2010) The road to culturally relevant science: Exploring how teachers navigate change in pedagogy. Journal of Research in Science Teaching 48:2, pages 170-198.
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Carla Johnson, Jamison Fargo & Jane Butler Kahle. (2010) The Cumulative and Residual Impact of a Systemic Reform Program on Teacher Change and Student Learning of Science. School Science and Mathematics 110:3, pages 144-159.
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