Science

Historically Black Colleges and Universities - Undergraduate Program (HBCU-UP) Full Proposal Deadline

Event Date: 
Tue, 10/01/2019 - 5:00pm
Sponsoring Organization: 
Associated Dates and Deadlines: 

Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5481&org=EHR&sel_org=EH...

Full proposal deadline for: Research Initiation Awards and Excellence in Research Projects

Event Type: 

Historically Black Colleges and Universities - Undergraduate Program (HBCU-UP) Letter of Intent Deadline

Event Date: 
Tue, 09/03/2019 - 5:00pm
Sponsoring Organization: 
Associated Dates and Deadlines: 

Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5481&org=EHR&sel_org=EH...

Letter of intent for: Targeted Infusion Projects, Broadening Participation Research Projects, Implementation Projects, ACE Implementation Projects

Event Type: 

Historically Black Colleges and Universities - Undergraduate Program (HBCU-UP) Letter of Intent Deadline

Event Date: 
Tue, 07/23/2019 - 5:00pm
Sponsoring Organization: 
Associated Dates and Deadlines: 

Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5481&org=EHR&sel_org=EH...

Letter of intent for Research Initiation Awards and Excellence in Research Projects proposals

Event Type: 

A coding tool for examining the substance of teacher professional learning and change with example cases from middle school science lesson study

Although lesson study is increasingly adopted in the United States (U.S.), the impact of lesson study on teacher learning is uncertain. This study presents a theoretically grounded set of codes to systematically document the various aspects of teacher learning and change (knowledge and beliefs, professional learning community, resources) in lesson study across contexts. To present examples of the codes in use, a subset of codes related to change in teacher knowledge and beliefs were applied to analyze teachers' professional discourse in three middle school science lesson study teams.

Author/Presenter: 
Christine Lee Bae
Kathryn N. Hayes
Jeffery Seitz
Dawn O’Connor
Rachelle DiStefano
Year: 
2016
Short Description: 
This study presents a theoretically grounded set of codes to systematically document the various aspects of teacher learning and change (knowledge and beliefs, professional learning community, resources) in lesson study across contexts.

The Diverse Faces of Teacher Leadership: A Typology and Survey Tool

The potential benefits of teacher leadership are widely acknowledged; however, the conceptualization of this construct is in need of theoretical development and analytic clarification. The purpose of this mixed methodology study was to operationalize distinct types of teacher leadership into an organized typology, based on case studies of teacher leaders in a science education project. In addition, through confirmatory factor analysis, evidence for factors representing the distinct types of teacher leadership identified in the typology was found in a general teacher leadership survey.

Author/Presenter: 
Christine Lee Bae
Kathryn N. Hayes
Dawn M. O’Connor
Jeffery C. Seitz
Rachelle DiStefano
Year: 
2016
Short Description: 
The purpose of this mixed methodology study was to operationalize distinct types of teacher leadership into an organized typology, based on case studies of teacher leaders in a science education project.

Measuring Science Instructional Practice: A Survey Tool for the Age of NGSS

Ambitious efforts are taking place to implement a new vision for science education in the United States, in both Next Generation Science Standards (NGSS)-adopted states and those states creating their own, often related, standards. Inservice and pre-service teacher educators are involved in supporting teacher shifts in practice toward the new standards. With these efforts, it will be important to document shifts in science instruction toward the goals of NGSS and broader science education reform.

Author/Presenter: 
Kathryn N. Hayes
Christine S. Lee
Rachelle DiStefano
Dawn O’Connor
Jeffery C. Seitz
Year: 
2016
Short Description: 
This article describes the process of developing and validating a Science Instructional Practices survey instrument that is appropriate for NGSS and other related science standards.

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