The effects of extended action research-based professional development on the teaching of climate science

References

• Busch, K., and D. Román. 2017. “Fundamental Climate Literacy and the Promise of the Next Generation Science Standards.” In Teaching and Learning about Climate Change: A Framework for Educators, edited by D. P. Shepardson, A. Roychoudhury, and A. S. Hirsch, 120–134.New York, NY: Routledge.
   Google Scholar
• Cazden, C. B. 2001. Classroom Discourse: The Language of Teaching and Learning. 2nd ed. Portsmouth, NH: Heinemann.
   Google Scholar
• Cook, J., N. Oreskes, P. T. Doran, W. R. L. Anderegg, B. Verheggen, E. W. Maibach, J. S. Carlton, et al. 2016. “Consensus on Consensus: A Synthesis of Consensus Estimates on Human-caused Global Warming.” Environmental Research Letters 11 (4): 048002. doi:10.1088/1748-9326/11/4/048002.
   Web of Science ®Google Scholar
• Corbin, J., and A.C. Strauss. 2015. Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Cronin-Jones, L. L. 1991. “Science Teacher Beliefs and Their Influence on Curriculum Implementation: Two Case Studies.” Journal of Research in Science Teaching 28 (3): 235–250. doi:10.1002/tea.3660280305.
   Web of Science ®Google Scholar
• Desimone, L.M. 2009. “Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures.” Educational Researcher 38 (3): 181–199. doi:10.3102/0013189X08331140.
   Web of Science ®Google Scholar
• Dictionaries, Oxford. (2018). “Discussion.” Retrieved 6 July 2018, from https://en.oxforddictionaries.com/definition/discussion
   Google Scholar
• Dobson, A., A. Feldman, M. Nation, and K. Laux. 2019. “Red Tide.” The Science Teacher 87 (1): 35–41.
   Google Scholar
• Duschl, R. A., H. A. Schweingruber, and A. W. Shouse, Eds. 2007. Taking Science to School: Learning and Teaching Science in Grades K-8. Washington, DC: National Academies Press.
   Google Scholar
• Duschl, R.A., and J. Osborne. 2002. “Supporting and Promoting Argumentation Discourse in Science Education.” Studies in Science Education 38 (1): 39–72. doi:10.1080/03057260208560187.
   Google Scholar
• Elliott, J. 1988. “Educational Research and Outsider‐insider Relations.” International Journal of Qualitative Studies in Education 1 (2): 155–166. doi:10.1080/0951839880010204.
   Google Scholar
• Feldman, A. 1996. “Enhancing the Practice of Physics Teachers: Mechanisms for the Generation and Sharing of Knowledge and Understanding in Collaborative Action Research.” Journal of Research in Science Teaching 33 (5): 513–540. doi:10.1002/(SICI)1098-2736(199605)33:5<513::AID-TEA4>3.0.CO;2-U.
   Web of Science ®Google Scholar
• Feldman, A. 2007. “Teachers, Responsibility and Action Research.” Educational Action Research 15 (2): 239–252. doi:10.1080/09650790701314809.
   Google Scholar
• Feldman, A. 2020. “Insiders and Outsiders – The Place of Second-order Action Research in Educational Action Research.” Educational Action Research 28 (1): 1–3. doi:10.1080/09650792.2020.1706307
   Web of Science ®Google Scholar
• Feldman, A., H. Altrichter, P. Posch, and B. Somekh. 2018. Teachers Investigate Their Work: An Introduction to Action Research across the Professions. 3rd ed. New York: Routledge.
   Google Scholar
• Grbich, C. 2013. Qualitative Data Analysis: An Introduction. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Heritage, M. 2008. Learning Progressions: Supporting Instruction and Formative Assessment. Washington, DC: National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
   Google Scholar
• IPCC. 2014. Climate Change 2014: Synthesis Report. Contribution of Working Groups I, II and III to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change [Core Writing Team. eds. Geneva, Switzerland: IPCC.
   Google Scholar
• Jones, M., and G. Carter. 2007. “Science Teacher Attitudes and Beliefs.” In Handbook of Research on Science Education, edited by S.K. Abell and N.G. Lederman, 1067–1104. Mahwah: Lawrence Erlbaum Associates.
   Google Scholar
• Kuş, Z. 2015. “Science and Social Studies Teachers’ Beliefs and Practices about Teaching Controversial Issues: Certain Comparisons.” Journal of Social Science Education 14 (3): 84–97.
   Google Scholar
• Lead States, NGSS. 2013. Next Generation Science Standards: For States, by States. Washington, DC: National Academies Press.
   Google Scholar
• Lebak, K., and R. Tinsley. 2010. “An Inquiry and Reflection Be Contagious? Science Teachers, Students, and Action Research.” Journal of Science Teacher Education 21 (8): 953–970. doi:10.1007/s10972-010-9216-x.
   Google Scholar
• Loucks-Horsley, S., K. E. Stiles, S. Mundry, N. Love, and P. W. Hewson. 2009. Designing Professional Development for Teachers of Science and Mathematics. 3rd ed. ed. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• McCright, A. M., and R. E. Dunlap. 2011. “Cool Dudes: The Denial of Climate Change among Conservative White Males in the United States.” Global Environmental Change 21 (4): 1163–1172. doi:10.1016/j.gloenvcha.2011.06.003.
   Web of Science ®Google Scholar
• McNeal, K. S., K. St. John, and S. B. Sullivan. 2014. “Introduction to the Theme: Outcomes of Climate Literacy Efforts (Part 1).” Journal of Geoscience Education 62 (3): 291–295. doi:10.5408/1089-9995-62.3.291.
   Google Scholar
• Milton-Brkich, K.L., K. Shumbera, and B. Beran. 2010. “Action Research.” Science and Children, 47–51.
   Google Scholar
• Nation, M. (2017). “How Teachers’ Beliefs about Climate Change Influence Their Instruction, Student Understanding, and Willingness to Take Action.” (PhD). University of South Florida, Tampa, Fl. Retrieved from https://search.proquest.com/docview/1949401046?accountid=14745 March 5, 2020
   Google Scholar
• Nation, M., and A. Feldman. 2021. “Environmental Education in the Secondary Science Classroom: How Teachers’ Beliefs Influence Their Instruction of Climate Change.” Journal of Science Teacher Education 32 (5): 481-499.
   Web of Science ®Google Scholar
• Plutzer, E., M. McCaffrey, A. L. Hannah, J. Rosenau, M. Berbeco, and A. H. Reid. 2016. “Climate Confusion among US Teachers.” Science 351 (6274): 664–665. doi:10.1126/science.aab3907.
   PubMed Web of Science ®Google Scholar
• Sampson, V., J. Grooms, and J. P. Walker. 2011. “Argument‐Driven Inquiry as a Way to Help Students Learn How to Participate in Scientific Argumentation and Craft Written Arguments: An Exploratory Study.” Science Education 95 (2): 217–257. doi:10.1002/sce.20421.
   Web of Science ®Google Scholar
• Schneider, R. M., and K. Plasman. 2011. “Science Teacher Learning Progressions: A Review of Science Teachers’ Pedagogical Content Knowledge Development.” Review of Educational Research 81 (4): 530–565. doi:10.3102/0034654311423382.
   Web of Science ®Google Scholar
• Shepardson, D. P., A. Roychoudhury, and A. S. Hirsch, Eds. 2017. Teaching and Learning about Climate Change: A Framework for Educators. New York, NY: Routledge.
   Google Scholar
• Smith, C. L., and M. Wiser. 2015. “On the Importance of Epistemology–disciplinary Core Concept Interactions in LPs.” Science Education 99 (3): 417–423. doi:10.1002/sce.21166.
   Web of Science ®Google Scholar
• Stecher, B. M., D. J. Holtzman, M. S. Garet, L. S. Hamilton, J. Engberg, E. D. Steiner, and E. D. Peet. 2018. Improving Teaching Effectiveness: Final Report: The Intensive Partnerships for Effective Teaching through 2015–2016. Santa Monica, CA: RAND Corporation.
   Google Scholar
• Stenhouse, L. 1981. “What Counts as Research?” British Journal of Educational Studies 29 (2): 103–114. doi:10.1080/00071005.1981.9973589.
   Web of Science ®Google Scholar
• Stenhouse, L. 1983. Authority, Education, and Emancipation. Portsmouth NH: Heinemann Books.
   Google Scholar
• Tam, A. C. F. 2010. “Understanding the Shaping of Teachers’ Teaching Beliefs and Behaviours through Their Learning Experiences: Case Studies.” Contemporary Educational Research Quarterly 18: 71–111.
   Google Scholar
• U.S. Global Change Research Program. (2009). Climate Literacy: The Essential Principles of Climate Science. Retrieved from http://downloads.globalchange.gov/Literacy/climate_literacy_lowres_english.pdf March 30, 2020
   Google Scholar
• Wilson, M. 2009. “Measuring Progressions: Assessment Structures Underlying a Learning Progression.” Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching 46 (6): 716–730. doi:10.1002/tea.20318.
   Web of Science ®Google Scholar