Citations (14)
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Read on this site (5)
James Deehan, Amy MacDonald & Christopher Morris. (2022) A scoping review of interventions in primary science education. Studies in Science Education 0:0, pages 1-43.
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Kathryn Dawson, Caitlin Deckard, Stephanie Cawthon & Hayley Loblein. (2018) Reflection on action plans: Considering systems alignment in the results of an arts-based professional learning intensive for classroom teachers. Youth Theatre Journal 32:1, pages 75-91.
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Renee M. Clary, James A. Dunne, Anastasia D. Elder, Svein Saebo, Debbie J. Beard, Charles L. Wax, Joshua Winter & Deborah L. Tucker. (2017) Optimizing Online Content Instruction for Effective Hybrid Teacher Professional Development Programs. Journal of Science Teacher Education 28:6, pages 507-521.
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Judith Haymore Sandholtz & Cathy Ringstaff. (2016) The Influence of Contextual Factors on the Sustainability of Professional Development Outcomes. Journal of Science Teacher Education 27:2, pages 205-226.
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Judith Haymore Sandholtz & Cathy Ringstaff. (2014) Inspiring Instructional Change in Elementary School Science: The Relationship Between Enhanced Self-efficacy and Teacher Practices. Journal of Science Teacher Education 25:6, pages 729-751.
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Articles from other publishers (9)
Godlove Lawrent. (2022) Social Climate and Teacher Professional Development in Tanzania. International Journal of Teacher Education and Professional Development 5:1, pages 1-13.
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Rhea Miles, Leonard Annetta, Shawn Moore & Gera Miles. 2022. International Handbook of Research on Multicultural Science Education. International Handbook of Research on Multicultural Science Education
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Rhea Miles, Leonard Annetta, Shawn Moore & Gera Miles. 2020. International Handbook of Research on Multicultural Science Education. International Handbook of Research on Multicultural Science Education
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Judith Haymore Sandholtz, Cathy Ringstaff & Bryan Matlen. (2019) Coping with constraints: Longitudinal case studies of early elementary science instruction after professional development. Journal of Educational Change 20:2, pages 221-248.
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Renee M. Clary, Anastasia Elder, James Dunne, Svein Saebo, Debbie Beard, Charles Wax & Deborah L. Tucker. (2018) Beyond the professional development academy: Teachers' retention of discipline-specific science content knowledge throughout a 3-year mathematics and science partnership. School Science and Mathematics 118:3-4, pages 75-83.
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Gwen C. Nugent, Gina M. Kunz, James Houston, Irina Kalutskaya & Jon Pedersen. 2017. Rural Education Research in the United States. Rural Education Research in the United States
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Judith Haymore Sandholtz, Cathy Ringstaff & Bryan Matlen. (2016) Temporary Fix or Lasting Solution? Investigating the Longitudinal Impact of Teacher Professional Development on K–2 Science Instruction. The Elementary School Journal 117:2, pages 192-215.
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Yasemin Copur-Gencturk & Anne Papakonstantinou. (2015) Sustainable changes in teacher practices: a longitudinal analysis of the classroom practices of high school mathematics teachers. Journal of Mathematics Teacher Education 19:6, pages 575-594.
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Cindy E. Hmelo-Silver, Lei Liu, Steven Gray & Rebecca Jordan. (2015) Using representational tools to learn about complex systems: A tale of two classrooms. Journal of Research in Science Teaching 52:1, pages 6-35.
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