Search results for: Lustick David
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Experienced Secondary Science Teachers' Perceptions of Effective Professional Development While Pursuing National Board Certification
The purpose of this study was to explore science teacher perceptions regarding the most effective professional learning opportunities. This descriptive study surveyed 118 candidates for National Board certification in Adolescent and Young Adult Science from 42 states about their professional learning experiences. Candidates' self‐reports reveal that developing science curriculum, reading scientific literature, and pursuing National Board certification are the three most productive approaches to professional development while education courses and in‐service workshops were identified as least effective.
Updated: Aug. 30, 2012
This theoretical paper draws upon science education research to present a typology and conceptual framework intended to support science teacher educators as they identify, develop, and evaluate focus questions with their students.
Updated: Dec. 21, 2010
This is a mixed methodology action research study. It examined the impact of a curricular innovation designed to provide an authentic science inquiry learning experience for 15 secondary science teacher candidates enrolled in a master’s level initial certification program. The project goals were to help teacher candidates acquire the skills, knowledge, and dispositions necessary to foster learning through inquiry in their respective content areas as defined by teacher preparation professional standards. The project failed to achieve its learning goals.
Updated: Jan. 12, 2010