The Impacts of a Research-Based Model for Mentoring Elementary Preservice Teachers in Science

References

• Achinstein, B., & Athanases, S. (Eds.). (2006). Mentors in the making: Developing new leaders for new teachers. New York, NY: Teachers College Press.
   Google Scholar
• American Association of Colleges for Teacher Education. (2018). A pivot toward clinical practice, its lexicon, and the renewal of educator preparation. Washington, D.C. Retrieved from https://aacte.org/professional-development-and-events/clinical-practice-commission-press-conference
   Google Scholar
• Banilower, E., Cohen, K., Pasley, J., & Weiss, I. (2010). Effective science instruction: What does research tell us? Second edition. Retrieved from http://www.centeroninstruction.org
   Google Scholar
• Banilower, E., Smith, S., Weiss, I., Malzahn, K., Campbell, K., & Weis, A. (2013). Report of the 2012 national survey of science and mathematics education. Horizon Research. Retrieved from http://www.horizon-research.com/2012nssme/wp-content/uploads/2013/02/2012-NSSME-Full-Report1.pdf
   Google Scholar
• Berry, B. (2005). The future of teacher education. Journal of Teacher Education, 56(3), 272–278. doi:10.1177/0022487105275843
   Web of Science ®Google Scholar
• Boyatzis, R. (1998). Transforming qualitative information: Thematic analysis and code development. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Bybee R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins, effectiveness, and applications. Colorado Springs, CO: BSCS. Retrieved from www.bscs.org/curriculumdevelopment/features/bscs5es.html
   Google Scholar
• Cochran-Smith, M. (2005). Studying teacher education: What we know and need to know. Journal of Teacher Education, 56(4), 301–306. doi:10.1177/0022487105280116
   Web of Science ®Google Scholar
• Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. San Francisco, CA: Wiley & Sons.
   Google Scholar
• Darling-Hammond, L. (2014). Strengthening clinical preparation: The holy grail of teacher education. Peabody Journal of Education, 89(4), 547–561. doi:10.1080/0161956x.2014.939009
   Google Scholar
• Field, B. E., & Scoy, I. J. V. (2014). The challenges never stop! Two decades of reaching for the best in clinical practice. Peabody Journal of Education, 89(4), 436–452. doi:10.1080/0161956X.2014.938591
   Google Scholar
• Goodwin, A., Roegman, R., & Reagan, E. M. (2016). Is experience the best teacher? Extensive clinical practice and mentor teachers’ perspectives on effective teaching. Urban Education, 51(10), 1198–1225. doi:10.1177/0042085915618720
   Web of Science ®Google Scholar
• Grossman, P. (Ed.). (2018). Teaching core practices in teacher education. Cambridge, MA: Harvard Education Press.
   Google Scholar
• Guha, R., Hyler, M., & Darling-Hammond, L. (2016). The teacher residency: An innovative model for preparing teachers. Palo Alto, CA: Learning Policy Institute.
   Google Scholar
• Hands, R., & Rong, Y. (2014). Schools as clinics: Learning about practice in practice. Peabody Journal of Education (0161956X), 89(4), 453–465. doi:10.1080/0161956x.2014.938592
   Google Scholar
• Horizon, R. (2014). Classroom observation and analytic protocol. Retrieved from http://www.horizon-research.com/inside-the-classroom-observation-and-analytic-protocol
   Google Scholar
• Hudson, P. (2007). Examining mentors’ practices for enhancing preservice teachers’ pedagogical development in mathematics and science. Mentoring & Tutoring: Partnership in Learning, 15(2), 201–217. doi:10.1080/13611260601086394
   Google Scholar
• Hudson, P., Skamp, K., & Brooks, L. (2005). Development of an instrument: Mentoring for effective primary science teaching (Vol. 89, pp. 657–674). Hoboken, NJ: Science Education.
   Google Scholar
• Jarvis, T., McKeon, F., Coates, D., & Vause, J. (2001). Beyond generic mentoring: Helping trainee teachers to teach primary science. Research in Science & Technological Education, 19(1), 5–23. doi:10.1080/02635140120046196
   Google Scholar
• Lipton, L., & Wellman, B. (2007). How to talk so teachers listen. Educational Leadership, 65(1), 30–34.
   Web of Science ®Google Scholar
• McDonald, M., Kazemi, E., Kelley-Petersen, M., Mikolasy, K., Thompson, J., Valencia, S. W., & Windschitl, M. (2014). Practice makes practice: Learning to teach in teacher education. Peabody Journal of Education (0161956X), 89(4), 500–515. doi:10.1080/0161956x.2014.938997
   Google Scholar
• Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation (4th ed.). San Francisco, CA: Jossey-Bass Publishers.
   Google Scholar
• Miles, M. B., & Huberman, A. M. (2013). Qualitative data analysis: An methods sourcebook. Thousand Oaks, CA: Sage.
   Google Scholar
• Miller, M., Hanley, D., Dixey, K., Kagel, S., Dixey, J., & Thorne, W. (2018). Mentoring modules: Supporting an effective mentoring practice. Retrieved from https://wwu.instructure.com/courses/1261000
   Google Scholar
• MiraVia, L. (2012). Learning-focused conversations: The continuum of interaction. The Road to Learning. Retrieved from www.miravia.com
   Google Scholar
• National Center for Teacher Residencies. (2015). Clinically oriented teacher preparation: The case study project. Retrieved from https://nctresidencies.org/research/case-study-project-clinically-oriented-teacher-preparation/
   Google Scholar
• National Council for Accreditation of Teacher Education. (2010). Transforming teacher education through clinical practice: A national strategy to prepare effective teachers. Report of the Blue Ribbon Panel on Clinical Preparation and Partnerships for Improved Student Learning. Washington, DC: Author.
   Google Scholar
• NGSS Lead States. (2013). Next generation science standards: For states, by states. Washington, DC: The National Academies Press.
   Google Scholar
• Owston, R., & Sinclair, M. (2006). Teacher professional development in mathematics and science: A blended learning approach. Canadian Journal of University Continuing Education, 32(2), 43–66.
   Google Scholar
• Rozelle, J. J., & Wilson, S. M. (2012). Opening the black box of field experiences: How cooperating teachers’ beliefs and practices shape student teachers’ beliefs and practices. Teaching and Teacher Education, 28(8), 1196–1205. doi:10.1016/j.tate.2012.07.008
   Web of Science ®Google Scholar
• Shadish, W., Cook, T., & Campbell, D. (2002). Experimental and quasi-experimental designs for generalized causal inference. Boston, MA: Houghton-Mifflin.
   Google Scholar
• Smagorinsky, P., Cook, L. S., & Johnson, T. S. (2003). The twisting path of concept development in learning to teach (16002). Albany, NY: Teachers College Record.
   Google Scholar
• Smith, S., Smith, A., & Banilower, E. (2014). Situating beliefs in the theory of planned behavior: The development of the teacher beliefs about effective science teaching questionnaire. In R. E. M. Czerniak, J. Luft, & C. Pea (Eds.), The role of science teachers’ beliefs in international classrooms: From teacher actions to student learning (pp. 81–102). Rotterdam, The Netherlands: Sense Publishers.
   Google Scholar
• Stobaugh, R. R., Tassell, J. L., & Norman, A. D. (2010). Improving preservice teacher preparation through the teacher work sample: Exploring assessment and analysis of student learning. Action in Teacher Education, 32(1), 39–53. doi:10.1080/01626620.2010.10463541
   Google Scholar
• Weiss, I., Pasley, J., Smith, S., Banilower, E., & Heck, D. (2003). Looking inside the classroom: A study of K-12 mathematics and science education in the United States. Chapel Hill, NC: Horizon Research, Inc.
   Google Scholar
• Wellman, B. M., & Lipton, L. (2014). Learning-focused supervision: Developing professional expertise in standards-driven systems. Charlotte, VT: MiraVia.
   Google Scholar
• Wellman, B. M., & Lipton, L. (2017). Mentoring matters: A practical guide to learning-focused relationships (3rd ed.). Sherman, CT: MiraVia, LCC.
   Google Scholar
• Windschitl, M. (2009). Cultivating 21st century skills in science learners: How systems of teacher preparation and professional development will have to evolve. Paper presented at the National Academies of Science Workshop on 21st Century Skills, Washington, DC. Retrieved from http://www7.nationalacademies.org/bose/WindschitlPresentation.pdf
   Google Scholar
• Windschitl, M., Thompson, J., & Braaten, M. (2008a). Beyond the scientific method: Model-based inquiry as a new paradigm of preference for school science investigations. Science Education, 92(5), 941–967. doi:10.1002/sce.20259
   Web of Science ®Google Scholar
• Windschitl, M., Thompson, J., & Braaten, M. (2008b). How novice science teachers appropriate epistemic discourses around model-based inquiry for use in classrooms. Cognition and Instruction, 26(3), 310–378. doi:10.1080/07370000802177193
   Web of Science ®Google Scholar
• Windschitl, M., Thompson, J., & Braaten, M. (2011). Ambitious pedagogy by novice teachers: Who benefits from tool-supported collaborative inquiry into practice and why? Teachers College Record, 113(7), 1311–1360.
   Web of Science ®Google Scholar
• Windschitl, M., Thompson, J., & Braaten, M. (2018). Ambitious science teaching. Cambridge, MA: Harvard Education Press.
   Google Scholar
• Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage Publications.
   Google Scholar