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Journal of Science Teacher Education Volume 30, 2019 - Issue 3
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Articles

Transitions in the Perpetual Beta of the NGSS: One Science Teacher’s Beliefs and Attempts for Instructional Change

Justin McFaddenCollege of Education and Human Development, University of Louisville, Louisville, Kentucky, USACorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0003-1156-463XView further author information
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Pages 229-258 | Published online: 28 Jan 2019

Citations (4)

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Read on this site (2)

Justin McFadden, Karl Jung, Brian Robinson & Thomas R. Tretter. (2022) Teacher-developed Multi-Dimensional Science Assessments Supporting Elementary Teacher Learning about the Next Generation Science Standards. Journal of Science Teacher Education 33:1, pages 55-82.
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Carrie D. Allen & Sara C. Heredia. (2021) Reframing Organizational Contexts from Barriers to Levers for Teacher Learning in Science Education Reform. Journal of Science Teacher Education 32:2, pages 148-166.
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Articles from other publishers (2)

Justin Robert McFadden & Linda Fuselier. (2020) Graduate teaching assistants: sharing epistemic agency with non-science majors in the biology laboratory. Disciplinary and Interdisciplinary Science Education Research 2:1.
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Justin McFadden & Gillian Roehrig. (2020) Missed expectations: teacher and coach tensions at the boundary of STEM integration in an elementary classroom. Disciplinary and Interdisciplinary Science Education Research 2:1.
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