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Carla M. Firetto, Emily Starrett & Michelle E. Jordan. (2024) Using Small-Group Discussion to Foster In-Service Teachers’ Comprehension and Instruction of Sustainable Energy Transitions through PV Science. Journal of Science Teacher Education 35:3, pages 243-275.
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Senetta F. Bancroft & Euginia M. Nyirenda. (2020) Equity-Focused K-12 Science Teacher Professional Development: A Review of the Literature 2001–2017. Journal of Science Teacher Education 31:2, pages 151-207.
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Allan Feldman & Dilek Özalp. (2019) Science Teachers’ Ability to Self-Calibrate and the Trustworthiness of Their Self-Reporting. Journal of Science Teacher Education 30:3, pages 280-299.
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Corey Palermo & Margareta Maria Thomson. (2019) Large-scale assessment as professional development: teachers’ motivations, ability beliefs, and values. Teacher Development 23:2, pages 192-212.
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Gail Luera & Kent Murray. (2016) A Mixed Methods Approach to Determining the Impact of a Geoscience Field Research Program Upon Science Teachers' Knowledge, Beliefs, and Instructional Practices. Journal of Geoscience Education 64:4, pages 303-313.
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Margareta Maria Thomson & John L. Nietfeld. (2016) Beliefs systems and classroom practices: Identified typologies of elementary school teachers from the United States. The Journal of Educational Research 109:4, pages 360-374.
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Deborah G. Herrington, Senetta F. Bancroft, Molly M. Edwards & Caroline J. Schairer. (2016) I Want to be the Inquiry Guy! How Research Experiences for Teachers Change Beliefs, Attitudes, and Values About Teaching Science as Inquiry. Journal of Science Teacher Education 27:2, pages 183-204.
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Miranda Thys, Lieven Verschaffel, Wim Van Dooren & Ferre Laevers. (2016) Investigating the quality of project-based science and technology learning environments in elementary school: a critical review of instruments. Studies in Science Education 52:1, pages 1-27.
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Erin E. Peters-Burton, Sydney A. Merz, Erin M. Ramirez & Maryam Saroughi. (2015) The Effect of Cognitive Apprenticeship-Based Professional Development on Teacher Self-Efficacy of Science Teaching, Motivation, Knowledge Calibration, and Perceptions of Inquiry-Based Teaching. Journal of Science Teacher Education 26:6, pages 525-548.
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N. Alex Zirakparvar. (2015) A Balancing Act in the Third Space: Graduate-Level Earth Science in an Urban Teacher-Residency Program. Journal of Geoscience Education 63:3, pages 167-175.
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Margareta Maria Thomson & Jeannine Turner. (2015) Teaching motivations, characteristics and professional growth: results from the Great Expectations (GE) programme in the United States. Educational Psychology 35:5, pages 578-597.
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Courtney Faber, Emily Hardin, Stacy Klein-Gardner & Lisa Benson. (2014) Development of Teachers as Scientists in Research Experiences for Teachers Programs. Journal of Science Teacher Education 25:7, pages 785-806.
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Rommel J. Miranda & Julie B. Damico. (2013) Science Teachers’ Beliefs about the Influence of their Summer Research Experiences on their Pedagogical Practices. Journal of Science Teacher Education 24:8, pages 1241-1261.
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Maria Thomson. (2013) Elementary teachers’ values and expectancies: reflections on professional experiences. Professional Development in Education 39:3, pages 438-440.
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Articles from other publishers (22)
Bianor Valente, Paulo Maurício & Cláudia Faria. (2022) The Influence of Real-Context Scientific Activities on Preservice Elementary Teachers’ Thinking and Practice of Nature of Science and Scientific Inquiry. Science & Education 33:1, pages 5-27.
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Mairéad Hurley, Deirdre Butler & Eilish McLoughlin. (2023) STEM Teacher Professional Learning Through Immersive STEM Learning Placements in Industry: a Systematic Literature Review. Journal for STEM Education Research 7:1, pages 122-152.
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Maria Aristeidou, Julia Lorke & Nashwa Ismail. (2022) Citizen Science: Schoolteachers’ Motivation, Experiences, and Recommendations. International Journal of Science and Mathematics Education 21:7, pages 2067-2093.
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Ergün YURTBAKAN. (2023) PANDEMİDE YÜZ YÜZE EĞİTİME BAŞLAYAN İLKOKUL 1. SINIF ÖĞRENCİLERİNE İLK OKUMA YAZMA ÖĞRETİMİ SÜRECİNE İLİŞKİN SINIF ÖĞRETMENLERİNİN GÖRÜŞLERİOPINIONS OF PRIMARY SCHOOL TEACHERS ON EARLY READING AND WRITING TEACHING TO PRIMARY SCHOOL 1ST GRADE STUDENTS WHO STARTED FACE-TO-FACE EDUCATION IN THE PANDEMIC. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi 13:1, pages 144-159.
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Kristen Jaskie, Jean Larson, Milton Johnson, Kathy Turner, Megan O'Donnell, Jennifer Blain Christen, Sunil Rao & Andreas Spanias. (2021) Research Experiences for Teachers in Machine Learning. Research Experiences for Teachers in Machine Learning.
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Zhen Zhao, Adam Carberry, Wendy Barnard, Alison Cook-Davis, Michelle Jordan, Jean Larson, Megan O'Donnell & Wilhelmina Savenye. (2019) Creating Common Instruments to Evaluate Education and Diversity Impacts across Three Engineering Research Centers. Creating Common Instruments to Evaluate Education and Diversity Impacts across Three Engineering Research Centers.
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Shannon G. Davidson & Roxanne Hughes. (2018) Communities of practice as a framework to explain teachers' experiences within the community of science. Journal of Research in Science Teaching 55:9, pages 1287-1312.
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Margaret J. Mohr-Schroeder, Christa D. Jackson, Maureen Cavalcanti & Ashley Delaney. 2018. Educating Prospective Secondary Mathematics Teachers. Educating Prospective Secondary Mathematics Teachers
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Sherry A. Southerland, Ellen M. Granger, Roxanne Hughes, Patrick Enderle, Fengfeng Ke, Katrina Roseler, Yavuz Saka & Miray Tekkumru-Kisa. (2016) Essential Aspects of Science Teacher Professional Development. AERA Open 2:4, pages 233285841667420.
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Deborah G. Herrington, Ellen J. Yezierski & Senetta F. Bancroft. (2016) Tool trouble: Challenges with using self‐report data to evaluate long‐term chemistry teacher professional development. Journal of Research in Science Teaching 53:7, pages 1055-1081.
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Michael W. Amolins, Cathy M. EzrailsonDavid A. Pearce, Amy J. Elliott & Peter F. Vitiello. (2015) Evaluating the effectiveness of a laboratory-based professional development program for science educators. Advances in Physiology Education 39:4, pages 341-351.
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PATRICK ENDERLE, MICHAEL DENTZAU, KATRINA ROSELER, SHERRY SOUTHERLAND, ELLEN GRANGER, ROXANNE HUGHES, BARRY GOLDEN & YAVUZ SAKA. (2014) Examining the Influence of RETs on Science Teacher Beliefs and Practice. Science Education 98:6, pages 1077-1108.
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Daniel Bergman. (2014) Criminals, Scientists, and Persistent Myths for Teaching Science. Transactions of the Kansas Academy of Science 117:3 & 4, pages 203-219.
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Judith A. Morrison. (2013) SCIENTISTS’ PARTICIPATION IN TEACHER PROFESSIONAL DEVELOPMENT: THE IMPACT ON FOURTH TO EIGHTH GRADE TEACHERS’ UNDERSTANDING AND IMPLEMENTATION OF INQUIRY SCIENCE. International Journal of Science and Mathematics Education 12:4, pages 793-816.
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Junjun Chen & Bronwen Cowie. (2013) SCIENTISTS TALKING TO STUDENTS THROUGH VIDEOS. International Journal of Science and Mathematics Education 12:2, pages 445-465.
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Yavuz Saka. (2013) Who are the Science Teachers that Seek Professional Development in Research Experience for Teachers (RET’s)? Implications for Teacher Professional Development. Journal of Science Education and Technology 22:6, pages 934-951.
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ALLAN FELDMAN, KENT A. DIVOLL & ALLYSON ROGAN‐KLYVE. (2013) Becoming Researchers: The Participation of Undergraduate and Graduate Students in Scientific Research Groups. Science Education 97:2, pages 218-243.
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