TITLE

NSTA's State of Science Education Survey

AUTHOR(S)
Luft, Julie; Ortega, Irasema; Wong-Kavas, Sissy
PUB. DATE
May 2009
SOURCE
NSTA Reports!;May2009, Vol. 20 Issue 9, p13
SOURCE TYPE
Newspaper
DOC. TYPE
Article
ABSTRACT
The article presents the State of Science Education Survey conducted by the National Science Teachers Association (NSTA) in the U.S. It notes that the survey was designed to inquire teachers about their professional development opportunities and perspectives on policy-related topics. It reveals that professional development opportunities are significant for teachers of science to advance their pedagogical content knowledge. A chart depicting the percentage of survey responses is also given.
ACCESSION #
41563187

 

Related Articles

  • An Investigation of How a Physics Professional Development Course Influenced the Teaching Practices of Five Elementary School Teachers. Harlow, Danielle // Journal of Science Teacher Education;Feb2014, Vol. 25 Issue 1, p119 

    This paper reports the results of an investigation of how a professional development content course based on the Physics and Everyday Thinking (PET) curriculum affected the teaching practices of five case study elementary school teachers. The findings of this study highlight different ways that...

  • Shape Your Career as a Member of NSTA.  // NSTA Express;11/23/2009, p6 

    The article offers information on the resources and facilities which are made available by National Science Teachers Association (NSTA) to the candidates interested in developing their career as Science educators. It states that these include pedagogical books, award-winning journals and...

  • Cultivating communities of practice via Learning Study for enhancing teacher learning. Cheng Chi Keung // KEDI Journal of Educational Policy;2009, Vol. 6 Issue 1, p81 

    This paper aims to explore the mechanism of Learning Study in enhancing teacher learning by adopting communities of practice as the analytical frame-work. Learning Study is a school improvement project which aims to improve the quality of student learning by enhancing teacher professional...

  • Developing Technological Pedagogical and Content Knowledge (TPACK) through Professional Development Focused on Technology-Rich Mathematics Tasks. Polly, Drew; Orrill, Chandra // Meridian (10979778);2012, Vol. 15, p1 

    This study provides findings from a professional development program for middle grades (Grades 4-8) teachers, which focused on developing teachers' knowledge of mathematics, pedagogy, and technology skills through the exploration of technology-rich mathematical tasks. Using the Technological...

  • EXPLORING TEACHERS' KNOWLEDGE AND PERCEPTIONS ACROSS MATHEMATICS AND SCIENCE THROUGH CONTENT-RICH LEARNING EXPERIENCES IN A PROFESSIONAL DEVELOPMENT SETTING. Gomez Zwiep, Susan; Benken, Babette // International Journal of Science & Mathematics Education;Apr2013, Vol. 11 Issue 2, p299 

    This paper examines upper elementary and middle school teachers' learning of mathematics and science content, how their perceptions of their disciplines and learning of that discipline developed through content-rich learning experiences, and the differences and commonalities of the teachers'...

  • Learning Study in Mathematics: It is for Students, Teachers, and Teacher Educators. Lau, Wilfred; Yuen, Allan // Asia-Pacific Education Researcher (Springer Science & Business M;Nov2013, Vol. 22 Issue 4, p377 

    Teacher professional development has been considered as the most effective strategy to promote teacher change. However, this mostly presupposes that teacher professional development programmes can change teachers' attitudes and beliefs, subsequently change classroom behaviours and practices, and...

  • TPACK as a Framework for Collaborative Inquiry in the Learning Commons. LINTON, JAYME N. // Teacher Librarian;Oct2012, Vol. 39 Issue 6, p25 

    The article explores the changing library and the unique role of teacher librarians and proposes the technological, pedagogical and content knowledge (TPACK) model as a framework to guide librarians and teachers. It notes the transformation of today's library into a learning commons to meet the...

  • TPACK in Higher Education: Using the TPACK Framework for Professional Development. Stover, Sheri; Veres, Marguerite // Global Education Journal;2013, Vol. 2013 Issue 1, p93 

    The TPACK framework is the complex interplay between the three forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK) that faculty need to have to be able to interpret content and transform it for teaching that makes it accessible to their students. The majority of colleges and...

  • TECHNOLOGY AND PEDAGOGICAL BELIEFS OF TEACHERS, A CROSS CASE ANALYSIS. Glassett, Kelly F. // Proceedings of the IADIS International Conference on WWW/Interne;Jan2007, p393 

    The purpose of this study was to describe exemplary technology using teachers' beliefs and attitudes about teaching and technology use while revealing the process of how beliefs and attitudes are influenced by the contextual factors in their lives. In this study, exemplary technology using...

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics