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Environmental Education Research Volume 25, 2019 - Issue 1
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Understanding teacher instructional change: the case of integrating NGSS and stewardship in professional development

Kathryn N. HayesDepartment of Educational Leadership, California State University, East Bay, Hayward, CA, USACorrespondence[email protected]
,
Mele WheatonGraduate School of Education, Stanford University, Palo Alto, CA, USA
&
Deborah TuckerIndependent science education consultant
Pages 115-134 | Received 29 May 2017, Accepted 06 Oct 2017, Published online: 30 Oct 2017

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Read on this site (7)

Antonio Martín-Ezpeleta, Patricio Martínez-Urbano & Yolanda Echegoyen-Sanz. (2022) Let’s read green! A comparison between approaches in different disciplines to enhance preservice teachers’ environmental attitudes. Environmental Education Research 28:6, pages 886-906.
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Brooke A. Whitworth, Lori Rubino-Hare, Francis Boateng, Anne Hamlin, Nena E. Bloom & Eric Nolan. (2022) Teacher enactment of the Geospatial Inquiry cycle in classrooms following scaled up professional learning and development. International Journal of Science Education 44:3, pages 379-415.
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Martha Abele Mac Iver, Douglas J. Mac Iver & Emily Clark. (2022) Helping high school teachers to effectively engage students: exploring the potential of a professional development series. Preventing School Failure: Alternative Education for Children and Youth 66:1, pages 14-21.
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Samantha Lindgren, Kristi Morris & Amanda Price. (2021) Designing environmental storylines to achieve the complementary aims of environmental and science education through science and engineering practices. The Journal of Environmental Education 52:4, pages 239-255.
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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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Heather F. Clark, William A. Sandoval & Jarod N. Kawasaki. (2020) Teachers’ uptake of problematic assumptions of climate change in the NGSS. Environmental Education Research 26:8, pages 1177-1192.
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Kathryn N. Hayes, Linda Preminger & Christine L. Bae. Why does teacher learning vary in professional development? Accounting for organisational conditions. Professional Development in Education 0:0, pages 1-21.
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Articles from other publishers (10)

Kathryn M. Bateman & Scott McDonald. (2023) Policy translation in assemblage: networked actors mediating science teachers’ policy play. Disciplinary and Interdisciplinary Science Education Research 5:1.
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Okhee Lee, Scott Grapin & Alison Haas. (2023) Teacher professional development programs integrating science and language with multilingual learners: A conceptual framework. Science Education 107:5, pages 1302-1323.
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Sarah Lilly, Anne M. McAlister, Sarah J. Fick & Jennifer L. Chiu. (2023) A comparison of elementary teachers' verbal supports for students in inclusive and general classroom contexts during an NGSS‐aligned science, engineering, and computer science unit. Science Education 107:4, pages 853-883.
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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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Jessica Gale, Jayma Koval, Meltem Alemdar, Sabrina Grossman & Marion Usselman. (2022) Sustaining shifts in science teaching through a research–practice partnership. School Science and Mathematics 122:6, pages 298-310.
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Iyad Dkeidek & Nael Issa. (2021) Instructional practices of science teachers from the Arab community in Israel. SN Social Sciences 1:9.
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Kathryn N. Hayes, Caron Inouye, Christine L. Bae & Brit Toven‐Lindsey. (2020) How facilitating K–12 professional development shapes science faculty's instructional change. Science Education 105:1, pages 99-126.
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Christine L. Bae, Kathryn N. Hayes & Morgan DeBusk‐Lane. (2019) Profiles of middle school science teachers: Accounting for cognitive and motivational characteristics. Journal of Research in Science Teaching 57:6, pages 911-942.
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Kathryn N. Hayes, Christine L. Bae, Dawn O’Connor & Jeffery C. Seitz. (2020) Beyond Funding: How Organizational Resources Support Science Professional Learning. American Journal of Education 126:3, pages 389-422.
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Eugene Judson, Kathryn N. Hayes & Kristi Glassmeyer. (2019) What influences development of science content standards?. Science Education 104:1, pages 50-74.
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