Translating Current Science into Materials for High School via a Scientist–Teacher Partnership

References

• BallD. L.CohenD. K.Reform by the book: What is—Or might be—The role of curriculum materials in teacher learning and instructional reform?Educational Researcher199625968
   Google Scholar
• BarkoTSadlerTDLearning outcomes associated with classroom implementation of a biotechnology-themed video gameThe American Biology Teacher2013751293310.1525/abt.2013.75.1.7
   Web of Science ®Google Scholar
• BellBGilbertJTeacher development as professional, personal, and social developmentTeaching and Teacher Education199410548349710.1016/0742-051X(94)90002-7
   Web of Science ®Google Scholar
• BeyerCJDavisEADeveloping preservice elementary teachers’ pedagogical design capacity for reform-based curriculum designCurriculum Inquiry2012
   Web of Science ®Google Scholar
• BrownJSCollinsADuguidPSituated cognition and the culture of learningEducational Researcher1989181324210.3102/0013189X018001032
   Google Scholar
• BrownMEdelsonDTeaching as design: Can we better understand the ways in which teachers use materials so we can better design materials to support their changes in practice? Center for Learning Technologies in Urban Schools2003Evanston, ILLeTUS
   Google Scholar
• Calabrese BartonAAbellSKLedermanNGScience learning in urban settingsHandbook of research on science education2007Mahwah, NJLawrence Erlbaum Associates Inc319343
   Google Scholar
• CobbPBowersJCognitive and situated learning perspectives in theory and practiceEducational Researcher1999
   Google Scholar
• CreswellJWResearch design: Qualitative, quantitative, and mixed methods approaches20093Thousand Oaks, CASage
   Google Scholar
• CrippenK. J.BiesingerK. D.EbertE. E.Using professional development to achieve classroom reform and science proficiency: An urban success story from Southern Nevada USAProfessional Development in Education2010364637661
   Google Scholar
• Crippen, K. J. (2012). Argument as professional development: Impacting teacher knowledge and beliefs about science. Journal of Science Teacher Education. doi:10.1007/s10972-012-9282-3.
   Google Scholar
• Darling-HammondLThe flat world and education: How America’s commitment to equity will determine our future2010New York, NYTeachers College
   Google Scholar
• DavisEAVarmaKKaliYLinnMCRosemanJESupporting teachers in productive adaptationDesigning coherent science education: Implications for curriculum, instruction, and policy2008New York, NYTeachers College94122
   Google Scholar
• FalloonGTrewernADeveloping school-scientist partnerships: Lessons for scientists from forests-of-LifeJournal of Science Education and Technology2013221112410.1007/s10956-012-9372-1
   Web of Science ®Google Scholar
• FishmanBMarxRWBlumenfeldPKrajcikJSolowayECreating a framework for research on systemic technology innovationsJournal of the Learning Sciences2004
   Web of Science ®Google Scholar
• GaretMSPorterACDesimoneLBirmanBFYoonKSWhat makes professional development effective? Results from a national sample of teachersAmerican Educational Research Journal200138491594510.3102/00028312038004915
   Web of Science ®Google Scholar
• GeeJPMossPAPullinDCGeeJPA sociocultural perspective on opportunity to learnAssessment, equity, and opportunities to learn2008New York, NYCambridge University Press76108
   Google Scholar
• GibsonJThe ecological approach to human perception1979Boston, MAHoughton Mifflin
   Google Scholar
• GresalfiMSTaking up opportunities to learn: Constructing dispositions in mathematics classroomsJournal of the Learning Sciences200918332736910.1080/10508400903013470
   Web of Science ®Google Scholar
• Harris Willcuts, M. (2009). Scientist-teacher partnerships as professional development: An action research study (3382136 Ed.D.), Washington State University, United States—Washington. Retrieved from http://search.proquest.com/docview/305020410?accountid=10920 ProQuest Dissertations and Theses Full Text database.
   Google Scholar
• JacksonJKAshGScience achievement for all: Improving science performance and closing achievement gapsJournal of Science Teacher Education2012
   Google Scholar
• JacobsCLMartinSNOtienoTCA science lesson plan analysis instrument for formative and summative program evaluation of a teacher education programScience Education2008
   Web of Science ®Google Scholar
• JeanpierreBOberhauserKFreemanCCharacteristics of professional development that effect change in secondary science teachers’ classroom practicesJournal of Research in Science Teaching200542666869010.1002/tea.20069
   Web of Science ®Google Scholar
• LeeOTeacher change in beliefs and practices in science and literacy instruction with English language learnersJournal of Research in Science Teaching2004411659310.1002/tea.10125
   Web of Science ®Google Scholar
• LeeOLuykxAAbellSKLedermanNGScience education and student diversity: race/ethnicity, language, culture, and socioeconomic statusHandbook of research on science education2007Mahwah, NJLawrence Erlbaum Associates Inc171197
   Google Scholar
• LincolnYGubaENaturalistic inquiry1985Thousand Oaks, CASagePUBLICations
   Google Scholar
• Loucks-HorsleySStilesKEMundrySLoveNHewsonPWDesigning professional development for teachers of science and mathematics20103Thousand Oaks, CACorwin
   Google Scholar
• LuftJAChanging inquiry practices and beliefs: The impact of an inquiry-based professional development programme on beginning and experienced secondary science teachersInternational Journal of Science Education200123551753410.1080/09500690121307
   Web of Science ®Google Scholar
• National Research Council. (1996). The role of scientists in the professional development of science teachers. Committee on Biology Teacher Inservice Programs. Washington, DC: National Academy of Sciences.
   Google Scholar
• National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Committee on a Conceptual Framework for New K-12 Science Education Standards. Board of Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
   Google Scholar
• National Science Foundation. (2012). The National Science Foundation Proposal and Award Policies and Procedures Guide, Part 1—Grant Proposal Guide (GPG). Washington, DC.
   Google Scholar
• ParkeHMCobleCRTeachers designing curriculum as professional development: A model for transformational science teachingJournal of Research in Science Teaching1997
   Web of Science ®Google Scholar
• PowellJCAndersonRDChanging teachers’ practice: Curriculum materials and science education reform in the USAStudies in Science Education200237110713610.1080/03057260208560179
   Google Scholar
• PutnamRTBorkoHWhat do new views of knowledge and thinking have to say about research on teacher learning?Educational Researcher200029141510.3102/0013189X029001004
   Google Scholar
• SquireKDMaKinsterJGBarnettMLuehmannALBarabSADesigned curriculum and local culture: Acknowledging the primacy of classroom cultureScience Education200387446848910.1002/sce.10084
   Web of Science ®Google Scholar
• StolkMJongOBulteAPilotAExploring a framework for professional development in curriculum innovation: Empowering teachers for designing context-based chemistry educationResearch in Science Education2011
   Web of Science ®Google Scholar
• TannerKDChatmanLAllenDApproaches to biology teaching and learning: Science teaching and learning across the school-university divide—Cultivating conversations through scientist-teacher partnershipsCell Biology Education2003
   Google Scholar
• TateEDClarkDBGallagherJJMcLaughlinDKaliYLinnMCRosemanJEDesigning science instruction for diverse learnersDesigning coherent science education: Implications for curriculum, instruction, and policy2008New York, NYTeachers College6593
   Google Scholar
• Trautmann, N. M., & MaKinster, J. G. (2005). Teacher/scientist partnerships as professional development: Understanding how collaboration can lead to inquiry. Paper presented at the AETS International Conference, Colorado Springs, CO.
   Google Scholar
• VygotskyLSMind in society: The development of higher psychological processes1978Cambridge, MAHarvard University Press
   Google Scholar
• ZozakiewiczCRodriguezAJUsing sociotransformative constructivism to create multicultural and gender-inclusive classroomsEducational Policy200721239742510.1177/0895904806290126
   Web of Science ®Google Scholar