Observed Implementation of a Science Professional Development Program for K-8 Classrooms

References

• BairdWEllisJKuerbisPENLIST micros: Training science teachers to use microcomputersJournal of Research in Science Teaching19892658759810.1002/tea.3660260704
   Web of Science ®Google Scholar
• BanduraASelf-efficacy: The exercise of control1997New YorkFreeman
   Google Scholar
• BanduraAExercise of human agency through collective efficacyCurrent Directions in Psychological Science20009757810.1111/1467-8721.00064
   Web of Science ®Google Scholar
• BauchPSchool-community partnerships in rural schools: Leadership, renewal, and a sense of placePeabody Journal of Education200176220422110.1207/S15327930pje7602_9
   Google Scholar
• Bell, G. L. (1999). An investigation of a professional development model in science education: A systems approach. (Doctoral dissertation, The University of Texas-Austin, 1999). UMI Dissertation Services, 9947171.
   Google Scholar
• Bell, G. L. (2001, January). Reflective journal writing paired with inquire-based science instruction: Effects on elementary pre-service teachers’ science and science teaching beliefs. Paper presented at the annual meeting of the Association of Educators of Teachers in Science. Costa Mesa, CA.
   Google Scholar
• BransfordJDBrownALCockingRRHow people learn: Brain, mind, experience, and school1999Washington, DCNational Academy Press
   Google Scholar
• ConoverWJPractical nonparametric statistics1999New YorkWiley
   Google Scholar
• DowningJEFilerJDScience process skills and attitudes of pre-service elementary teachersJournal of Elementary Science Education1999112576410.1007/BF03173838
   Google Scholar
• EnochsLGScharmannLCRiggsIMThe relationship of pupil control of preservice elementary science teacher self-efficacy and outcome expectancyScience Education199579637510.1002/sce.3730790105
   Web of Science ®Google Scholar
• Eppley, K. (2009). Rural Schools and the highly qualified teacher provision of No Child Left Behind: A critical policy analysis. Journal of Research in Rural Education 24(4).
   Google Scholar
• FeuerbornLChinnDMorlanGImproving mathematics teachers’ content knowledge via brief in-service: A U.S. case studyProfessional Development in Education200935453154510.1080/13601440902790397
   Google Scholar
• FosnotCConstructivism: Theory, perspectives, and practice1996New YorkTeachers College Press
   Google Scholar
• GibsonSDemboMTeacher efficacy: A construct validationJournal of Educational Psychology19847656958210.1037/0022-0663.76.4.569
   Web of Science ®Google Scholar
• GuskeyTRPassaroPDTeacher efficacy: A study of construct dimensionsAmerican Educational Research Journal199431627643
   Web of Science ®Google Scholar
• HaneyJLumpeAConstructive beliefs about the science classroom learning environment: Perspective from teachers, administrators, parents, community members and studentsSchool Science and Mathematics200310336637710.1111/j.1949-8594.2003.tb18122.x
   Google Scholar
• Key, D. L. (1998). Teacher interns’ changing perceptions during internship. Paper presented at the Annual Meeting of the Mid-South Educational Research Association. New Orleans, LA.
   Google Scholar
• KeysCBryanLCo-constructing inquiry-based science with teachers: Essential research for lasting reformJournal of Research in Science Teaching20013863164510.1002/tea.1023
   Web of Science ®Google Scholar
• KleinBSGuidelines for effective elementary science teacher inservice educationJournal of Elementary Science Education2001132294010.1007/BF03176218
   Google Scholar
• LawrenzFHuffmanDAppeldoornKSunTClassroom observation handbook: CETP core evaluation2002Minneapolis, MNUniversity of Minnesota
   Google Scholar
• Loucks-HorsleySHewsonPWLoveNStilesKEDesigning professional development for teachers of Science and Mathematics1998Thousand Oaks, CACorwin Press Inc
   Google Scholar
• LumpeATHaneyJJCzerniakCMAssessing teachers’ beliefs about their science teaching contextJournal of Research in Science Teaching200037327529210.1002/(SICI)1098-2736(200003)37:3<275::AID-TEA4>3.0.CO;2-2
   Web of Science ®Google Scholar
• LydonSKingCCan a single, short continuing professional development workshop cause change in the classroom?Professional Development in Education2009351638210.1080/13674580802264746
   Google Scholar
• MayerRShould there be a three-strike rule against pure discovery learning?American Psychologist200459141910.1037/0003-066X.59.1.14
   PubMed Web of Science ®Google Scholar
• NaizerGLBellGLWestKChambersSInquiry science professional development with a science summer camp for immediate applicationThe Journal of Elementary Science Education2003152313710.1007/BF03173841
   Google Scholar
• National Science Education Standards1996Washington, DCNational Academy Press
   Google Scholar
• OlsonSLoucks-HorsleySInquiry and the national science education standardsA guide for teaching and learning2000Washington, DCNational Academy Press
   Google Scholar
• O’BrienTScience inservice workshops that work for elementary teacherSchool Science and Mathematics19929242242610.1111/j.1949-8594.1992.tb15622.x
   Google Scholar
• Plano Independent School District (2009). Job posting. [On-line]. Available: http://www.pisd.edu/employment/jobs/index.html.
   Google Scholar
• RiggsIMEnochsLGToward the development of an elementary teacher’s science teaching efficacy belief instrumentScience Education199074662563710.1002/sce.3730740605
   Web of Science ®Google Scholar
• ShrinerMSchleeBHamilMLiblerRCreating teachers’ perceptual, behavioral, and attitudinal change using professional development workshopsTeacher Development: An International Journal of Teachers’ Professional Development2009132125134
   Google Scholar
• StraussACorbinJBasic of qualitative research: Grounded theory procedures and techniques19902Newbury Park, CASage
   Google Scholar
• SwaffordJOJonesGAThorntonCAStumpSLMillerDRThe impact on instructional practice of a teacher change modelJournal of Research and Development in Education19992326982
   Google Scholar
• Texas essential knowledge and skills1997AustinAuthor
   Google Scholar
• Thompson, D. (2009). Characteristics of a good teacher: What it takes to make the grade. [On-line]. Available: http://www.associatedcontent.com/.
   Google Scholar
• TobinKTippinsDTobinKConstructivism as a referent for teaching and learningThe practice of constructivism in science education1993Hillsdale, NJLawrence-Erlbaum321
   Google Scholar
• PL 107–110: No child left behind act2001Washington, DCAuthor
   Google Scholar
• Occupational Outlook Handbook, 2008–20092009Washington, DCAuthor
   Google Scholar
• VygotskyLMind in society1978Cambridge, MAHarvard University Press
   Google Scholar
• WeissIRBanilowerERCrawfordRAOverstreetCMLocal systemic change through teacher enhancement, year eight cross-site report2003Chapel Hill, NCHorizon Research
   Google Scholar