Our Practice, Their Readiness: Teacher Educators Collaborate to Explore and Improve Preservice Teacher Readiness for Science and Math Instruction

References

• Alsop, S., & Ibrahim, S. (2008). Visual journeys in critical place based science education. In Y-J. Lee, & A-K. Tan (Eds.), Science education at the nexus of theory and practice (pp. 291–303). Rotterdam: Sense Publishers.
   Google Scholar
• BallDWoodTScott NelsonBWarfieldJTeaching, with respect to mathematics and studentsBeyond classical pedagogy: Teaching elementary school mathematics2001LondonLawrence Erlbaum1126
   Google Scholar
• Baxter MagoldaMKnowing and reasoning in college: Gender–related patterns in students’ intellectual development1992San FranciscoJossey-Bass
   Google Scholar
• BelenkyMFClinchyBMGoldbergerNRTaruleJMWomen’s ways of knowing: The development of self, voice and mind1986New YorkBasic Books
   Google Scholar
• BellPLewensteinBVShouseAWFederMALearning science in informal environments: People, places, and pursuits. (advance copy)2009Washington, DCNational Research Council of the National Academies
   Google Scholar
• BenczeLBowenGMAlsopSTeachers’ tendencies to promote student-led science projects: Associations with their views about scienceScience Education20069040041910.1002/sce.20124
   Web of Science ®Google Scholar
• BrettCNasonRWoodruffECommunities of inquiry among pre-service teachers investigating mathematicsTHEMES in Education2002313962
   Google Scholar
• BrewC.Women, mathematics and epistemology: An integrated frameworkInternational Journal of Inclusive Education2001511532
   Google Scholar
• BrewerJHunterAMultimethod research. A synthesis of styles1989Newbury Park, CASage
   Google Scholar
• BrickhouseNEmbodying science: A feminist perspective on learningJournal of Research in Science Teaching200138328229510.1002/1098-2736(200103)38:3<282::AID-TEA1006>3.0.CO;2-0
   Web of Science ®Google Scholar
• BulunizMJarrettOSDeveloping an interest in science: Background experiences of pre-service elementary teachersInternational Journal of Environmental and Science Education2010516584
   Google Scholar
• BursalMChanges in Turkish pre-service teachers’ personal science teaching efficacy, beliefs and science anxieties during a science methods courseJournal of Turkish Science Education.20085199112
   Google Scholar
• CapobiancoBLincolnSCanuel-BrowneDTrimarchiRExamining the experiences of three generations of teacher researcher through collaborative science teacher inquiryTeacher Education Quarterly, Summer200620066178
   Google Scholar
• CarrWKemmisSBecoming critical: Education knowledge and action research1986LondonFalmer Press
   Google Scholar
• CarrolJWhat makes a person mathsphobic? A case study investigating affective, cognitive and social aspects of a trainee teacher’ s mathematical understanding and thinkingMathematics Education Research Journal1994613114310.1007/BF03217268
   Google Scholar
• CreswellJWResearch design: Qualitative, quantitative and mixed methods approaches2009Beverly Hills, CASage
   Google Scholar
• Davis, R., Maher, C., & Noddings, N. (Eds.) (1990). Constructivist views on the teaching and learning of mathematics (pp. 125–146). (Journal for Research in Mathematics Education, Mongraph No. 4). Reston, VA: National Council of Teachers of Mathematics.
   Google Scholar
• DeWittJHohensteinJSchool trips and classroom lessons. An investigation into teacher-student talk in two settingsJournal of Research in Science Teaching201047445447310.1002/tea.20346
   Web of Science ®Google Scholar
• GreshamGMathematics anxiety and mathematics teacher efficacy in elementary pre-service teachersTeaching Education200819317118410.1080/10476210802250133
   Google Scholar
• GruenewaldDAThe best of both worlds: A critical pedagogy of placeEducational Researcher200332431210.3102/0013189X032004003
   Google Scholar
• GruenewaldDSmithGPlace-based education in the global age2008New YorkLawrence Erlbaum & Associates
   Google Scholar
• HarmerJThe practice of english language teaching2002LondonLongman
   Google Scholar
• HodsonDGoing beyond cultural pluralism: Science education for sociopolitical actionScience Education199983677579610.1002/(SICI)1098-237X(199911)83:6<775::AID-SCE8>3.0.CO;2-8
   Web of Science ®Google Scholar
• HodsonDTime for action: Science education for an alternative futureInternational Journal of Science Education200325664567010.1080/09500690305021
   Web of Science ®Google Scholar
• HsuPLRothWMAn analysis of teacher discourse that introduces real science activities to high school studentsResearch in Science Education20093955357410.1007/s11165-008-9094-9
   Web of Science ®Google Scholar
• JohnsonRBOnwuegbuziAJMixed methods research: A research paradigm whose time has comeEducational Researcher2004337142610.3102/0013189X033007014
   Google Scholar
• Krapp, A. (2004). Interest and human development: An educational-psychological perspective [Monograph Series II]. British Journal of Educational Psychology, Part 2 (Development and motivation), 57–84.
   Google Scholar
• LeeHSSongerNBMaking authentic science accessible to studentsInternational Journal of Science Education200325892394810.1080/09500690305023
   Web of Science ®Google Scholar
• LemkeJTalking science: Language learning and values1990New JerseyAblex Publishing Corp
   Google Scholar
• LevineGClosing the gender gap: Focus on mathematics anxietyContemporary Education19956714245
   Google Scholar
• Levine, G. (1996). Variability in anxiety for teaching mathematics among pre-service elementary school teachers enrolled in a mathematics course. Paper presented at the Annual Meeting of the American Educational Research Association, April 12, 1996, New York, NY. (ERIC Document Reproduction Service No. ED 398 067).
   Google Scholar
• LiebermanGAHoodyLLClosing the achievement gap: Using the environment as an integrating context for learning. Results of a nationwide study1998San DiegoState Education and Environment Roundtable
   Google Scholar
• LlewellynDInquire within: Implementing inquiry-based science standards in grade 3–82009Thousand Oaks, CASage Pub
   Google Scholar
• LotterCHarwoodWSBonnerJJThe influence of core teaching conceptions on teachers’ use of inquiry teaching practicesJournal of Research in Science Teaching20074491318134710.1002/tea.20191
   Web of Science ®Google Scholar
• LouvRLast child in the woods: Saving our children from nature-deficit disorder2005Chapel Hill, NCAlgonquin Books
   Google Scholar
• MaLPKnowing and teaching elementary mathematics: Teachers’ understanding of fundamental mathematics in China and the United States1999New JerseyLawrence Erlbaum
   Google Scholar
• MallowJKastrupHBryantFHislopNShefnerRUdoMScience anxiety, science attitudes, and gender: Interviews from a binational studyJournal of Science Education and Technology201019435636910.1007/s10956-010-9205-z
   Web of Science ®Google Scholar
• ManfraMMThe middle ground in action research: Integrating practical and critical inquiryJournal of Curriculum and Instruction200931324610.3776/joci.2009.v3n1p32-46
   Google Scholar
• McFagueSCarolJAn earthly theological agendaEcofeminism and the sacred1993New YorkThe Continuum Publishing Co8498
   Google Scholar
• McGeeALawrenceATeacher educators inquiring into their own practiceProfessional Development in Education200935113915710.1080/13674580802268994
   Google Scholar
• Science: The Ontario curriculum grades 1–8 revised2007Toronto, CanadaQueen’s Printer for Ontario
   Google Scholar
• Curriculum and evaluation standards1989Reston, VAAuthor
   Google Scholar
• NielsenWSNashonSAndersonDMetacognitive engagement during field-trip experiences: A case study of students in an amusement park physics programJournal of Research in Science Teaching200946326528810.1002/tea.20266
   Web of Science ®Google Scholar
• PedrettiEZeidlerDTeaching science, technology, society and environment (STSE) education: Preservice teachers’ philosophical and pedagogical landscapesThe Role of moral reasoning and socioscientific discourse in science education2003Dortecht, The NetherlandsKluwer219239
   Google Scholar
• PedrettiEPerspectives on learning through research on critical issues-based science center exhibitionsScience Education200488Supplement 1S34S4710.1002/sce.20019
   Web of Science ®Google Scholar
• PedrettiEHodsonDFrom rhetoric to action: Implementing STS education through action researchJournal of Research in Science Teaching199532546348510.1002/tea.3660320505
   Web of Science ®Google Scholar
• PedrettiELittleCFrom engagement to empowerment: Reflection on science education for Ontario2008Toronto, CanadaPearson Education Canada
   Google Scholar
• PerryWForms of intellectual and ethical development in the college years: A scheme1970NewYorkHolt Rinehart & Winston
   Google Scholar
• PizziniELShepardonDPAbellSKThe Inquiry level of junior high activities: Implications to science teachingJournal of Research in Science Teaching199128211112110.1002/tea.3660280203
   Web of Science ®Google Scholar
• RichmondGHowesEKurthLHazelwoodCConnections and critique: Feminist pedagogy and science teacher educationJournal of Research in Science Teaching199835889791810.1002/(SICI)1098-2736(199810)35:8<897::AID-TEA6>3.0.CO;2-P
   Web of Science ®Google Scholar
• RosasCWestMPre-Service teachers’ perception and beliefs of readiness to teach mathematicsCurrent Issues in Education2011141122
   Google Scholar
• RothWMAuthentic school science: Knowing and learning in open-inquiry science laboratories1995Dordrecht, The NetherlandsKluwer Academic Publishers
   Google Scholar
• RothWFBowenGMAn investigation of problem framing and solving in a grade 8 open inquiry science programThe Journal of the Learning Sciences19933216520410.1207/s15327809jls0302_2
   Google Scholar
• RussellCLBellACWarrenKA politicized ethic of care: Environmental education from an ecofeminist perspectiveWomen’s voices in experiential education1996Dubuque, IowaKendall/Hunt Publishing Company172181
   Google Scholar
• RussellCDillonJEnvironmental education and STEM education: New times, new alliances?Canadian Journal of Science, Mathematics and Technology Education201010111210.1080/14926150903574213
   Google Scholar
• SammelAFinding the crack in everything: Exploring the causal promise in science educationCanadian Journal of Science, Mathematics and Technology Education20066432533710.1080/14926150609556708
   Google Scholar
• SchonDAThe reflective practitioner: How professionals think in action1983LondonTemple Smith
   Google Scholar
• SchwartzR. S.Achieving the reforms vision: The effectiveness of a specialists-led elementary science programSchool Science and Mathematics20001004181193
   Google Scholar
• ShivaVBiopiracy: The plunder of nature and knowledge1997Cambridge, MASouth End Press
   Google Scholar
• SobelDPlace-based education: Connecting classrooms & communities2004Great Barrington, MAOrion Society
   Google Scholar
• SquireKJanMFMad city mystery: Developing scientific argumentation skills with a place-based augmented reality game on handheld computersJournal of Science Education and Technology200716152910.1007/s10956-006-9037-z
   Google Scholar
• StraussACorbinJBasics of qualitative research techniques and procedures for developing grounded theory19982LondonSage
   Google Scholar
• SwennenABatesTThe professional development of teacher educatorsProfessional Development in Education2010361–21710.1080/19415250903457653
   Google Scholar
• TaylorNCorriganGEmpowerment and confidence: Pre-service teachers learning to teach science through and program of self-regulated learningCanadian Journal of Science, Mathematics and Technology Education200551416010.1080/14926150509556643
   Google Scholar
• VygotskyLSMind in society1978Cambridge, MAHarvard
   Google Scholar
• WongDPughK Dewey Ideas Group at Michigan State UniversityLearning science: A Deweyan perspectiveJournal of Research in Science Teaching200138331733610.1002/1098-2736(200103)38:3<317::AID-TEA1008>3.0.CO;2-9
   Web of Science ®Google Scholar
• YurukNThe predictors of pre-service elementary teachers’ anxiety about teaching scienceJournal of Baltic Science Education20111011726
   Web of Science ®Google Scholar