Change Associated with Readiness, Education and Efficacy in Reform Science (CAREERS)

This study brings together researchers from education, psychology and the sciences and scholar-practitioners to examine the factors that can be addressed in the preparation of both pre-service and in-service teachers to guide elementary children in exploratory and inquiry-based science lessons. The goal is to develop models that describe the interconnections among key constructs in order to reexamine the content of elementary science methods courses, mentoring for early career teachers, professional development opportunities and coaching.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
0455685
Funding Period: 
Friday, July 15, 2005 to Thursday, June 30, 2011

Posts

Title Type Post date
Learning to Teach Elementary Science: From Preservice to Induction (Young) Resource 10/15/2012 - 11:00am