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Journal of Science Teacher Education Volume 27, 2016 - Issue 7
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Original Articles

Investigating the Impact of NGSS-Aligned Professional Development on PreK-3 Teachers’ Science Content Knowledge and Pedagogy

Nicole TuttleDepartment of Early Childhood Education, College of EngineeringThe University of Toledo2801 W. Bancroft St.43606ToledoOHUSA
,
Joan N. KaderavekDepartment of Early Childhood Education, College of EngineeringThe University of Toledo2801 W. Bancroft St.43606ToledoOHUSA
,
Scott MolitorDepartment of Early Childhood Education, College of EngineeringThe University of Toledo2801 W. Bancroft St.43606ToledoOHUSA
,
Charlene M. CzerniakDepartment of Early Childhood Education, College of EngineeringThe University of Toledo2801 W. Bancroft St.43606ToledoOHUSACorrespondence[email protected]
,
Eugenia Johnson-WhittWalsh UniversityNorth CantonOHUSA
,
Debra BloomquistDepartment of Early Childhood Education, College of EngineeringThe University of Toledo2801 W. Bancroft St.43606ToledoOHUSA
,
Winnifred NamatovuWayne State CollegeWayneNEUSA
&
Grant WilsonDepartment of Early Childhood Education, College of EngineeringThe University of Toledo2801 W. Bancroft St.43606ToledoOHUSA
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Pages 717-745 | Published online: 21 Feb 2017

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Deepika Menon, Jeanna R Wieselmann, Sarah Haines & Sumreen Asim. (2024) A Meta-Synthesis of the Literature on Science & Engineering Teaching Self-Efficacy: Current Gaps and Future Research Directions. Journal of Science Teacher Education 0:0, pages 1-24.
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Stephen C. Scogin, Montserrat Dorantes, Abby Couwenhoven, Josie Vander Kolk, Abbey Schuen, Cara Grimmer, Melissa Porchik, Cameryn Veine, Sara Plohetski & Shelby Bowers. (2023) The Relationship Between Pre-Service Teachers’ Ideologies and Learner-Centered Approaches in STEM Classrooms. Journal of Science Teacher Education 34:2, pages 181-200.
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Jerrid W. Kruse, Jesse Wilcox & Lucas Menke. (2020) Changes in Elementary Teachers’ Conceptions About Matter. Journal of College Science Teaching 50:2, pages 49-57.
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Joan N. Kaderavek, Peter Paprzycki, Charlene M. Czerniak, Susanna Hapgood, Gale Mentzer, Scott Molitor & Robert Mendenhall. (2020) Longitudinal impact of early childhood science instruction on 5th grade science achievement. International Journal of Science Education 42:7, pages 1124-1143.
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Leema K. Berland, Rosemary S. Russ & Cori P. West. (2020) Supporting the Scientific Practices through Epistemologically Responsive Science Teaching. Journal of Science Teacher Education 31:3, pages 264-290.
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Articles from other publishers (17)

Deepika Menon, Diana S. Cheng & Rosetta W. Ngugi. (2023) Investigating Preservice Secondary Teachers’ Understanding and Enactment of the Standards-Based Practices During Microteaching. Journal for STEM Education Research 7:1, pages 63-95.
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Zahra Karparvar, Mahdieh Mirzabeigi & Ghasem Salimi. (2023) Exploring the experiences of researchers in the interdisciplinary humanities research teams on knowledge creation: a qualitative study. Aslib Journal of Information Management.
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Jamie N. Mikeska, Dante Cisterna, Heena Lakhani, Allison K. Bookbinder, David L. Myers & Luronne Vaval. (2022) Examining elementary science teachers' responses to assessments tasks designed to measure their content knowledge for teaching about matter and its interactions. Science Education 107:3, pages 572-608.
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Jamie Tanas & Gavin Fulmer. (2023) A content analysis of alignment messages to the Next Generation Science Standards. Disciplinary and Interdisciplinary Science Education Research 5:1.
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Mohammad Khair M. Al-Salamat. (2022) Scientific and engineering practices aligned with the NGSS in the performance of secondary stage physics teachers. PLOS ONE 17:10, pages e0275158.
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Chang Lu, Rob Macdonald, Bryce Odell, Vasyl Kokhan, Carrie Demmans Epp & Maria Cutumisu. (2022) A scoping review of computational thinking assessments in higher education. Journal of Computing in Higher Education 34:2, pages 416-461.
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Leigh K. Smith, Ryan S. Nixon, Richard R. Sudweeks & Ross A. Larsen. (2022) Elementary teacher characteristics, experiences, and science subject matter knowledge: Understanding the relationships through structural equation modeling. Teaching and Teacher Education 113, pages 103661.
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Marilyn Fleer, Glykeria Fragkiadaki & Prabhat Rai. (2022) The place of theoretical thinking in professional development: Bringing science concepts into play practice. Learning, Culture and Social Interaction 32, pages 100591.
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Ying‐Chih Chen & Takeshi Terada. (2021) Development and validation of an observation‐based protocol to measure the eight scientific practices of the next generation science standards in K‐12 science classrooms. Journal of Research in Science Teaching 58:10, pages 1489-1526.
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Christine M. McWayne, Daryl Greenfield, Betty Zan, Jayanthi Mistry & Wendy Ochoa. 2021. Supporting Children’s Well-Being During Early Childhood Transition to School. Supporting Children’s Well-Being During Early Childhood Transition to School 222 253 .
Benjamin R. Lowell, Kevin Cherbow & Katherine L. McNeill. (2020) Redesign or relabel? How a commercial curriculum and its implementation oversimplify key features of the NGSS. Science Education 105:1, pages 5-32.
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Hui-Hui Wang, Mingla Charoenmuang, Neil A. Knobloch & Roger L. Tormoehlen. (2020) Defining interdisciplinary collaboration based on high school teachers’ beliefs and practices of STEM integration using a complex designed system. International Journal of STEM Education 7:1.
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Ian Hardy & Todd Campbell. (2020) Developing and supporting the Next Generation Science Standards: The role of policy entrepreneurs. Science Education 104:3, pages 479-499.
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Wenbin Du, Denghui Liu, Carla C. Johnson, Toni A. Sondergeld, Virginia L. J. Bolshakova & Tamara J. Moore. (2019) The impact of integrated STEM professional development on teacher quality. School Science and Mathematics 119:2, pages 105-114.
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Gavin W. Fulmer, Jamie Tanas & Kathleen A. Weiss. (2018) The challenges of alignment for the Next Generation Science Standards. Journal of Research in Science Teaching 55:7, pages 1076-1100.
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Patricia J. Friedrichsen & Ellen Barnett. (2018) Negotiating the meaning of Next Generation Science Standards in a secondary biology teacher professional learning community . Journal of Research in Science Teaching 55:7, pages 999-1025.
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Peter Paprzycki, Nicole Tuttle, Charlene M. Czerniak, Scott Molitor, Joan Kadervaek & Robert Mendenhall. (2017) The impact of a Framework ‐aligned science professional development program on literacy and mathematics achievement of K‐3 students . Journal of Research in Science Teaching 54:9, pages 1174-1196.
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