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The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers' Science Classroom Teaching Identity

Journal of science teacher education, 2013-12, Vol.24 (8), p.1357-1379

2013

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Enhancing Self-Efficacy in Elementary Science Teaching With Professional Learning Communities

Journal of science teacher education, 2013-11, Vol.24 (7), p.1201-1218

2013

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Professional Journals as a Source of PCK for Teaching Nature of Science: An Examination of Articles Published in The Science Teacher (TST) (an NSTA Journal), 1995-2010

Journal of science teacher education, 2013-10, Vol.24 (6), p.977-997

2013

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The Science Semester: Cross-Disciplinary Inquiry for Prospective Elementary Teachers

Journal of science teacher education, 2013-10, Vol.24 (6), p.1049-1072

2013

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Association Between Experienced Teachers' NOS Implementation and Reform-Based Practices

Journal of science teacher education, 2013-11, Vol.24 (7), p.1077-1102

2013

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Constraints on Conceptual Change: How Elementary Teachers' Attitudes and Understanding of Conceptual Change Relate to Changes in Students' Conceptions

Journal of science teacher education, 2013-11, Vol.24 (7), p.1219-1236

Fulmer, Gavin W.

2013

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What's Missing in Model-Based Teaching

Journal of science teacher education, 2011-10, Vol.22 (6), p.535-560

Khan, Samia

2011

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Preservice Science Teachers' Uses of Inscriptions in Science Teaching

Journal of science teacher education, 2013-11, Vol.24 (7), p.1103-1132

2013

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Rethinking Recruitment: The Comprehensive and Strategic Recruitment of Secondary Science Teachers

Journal of science teacher education, 2011-08, Vol.22 (5), p.459-474

2011

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Critical Incidents in the Development of Pedagogical Content Knowledge for Teaching the Nature of Science: A Prospective Elementary Teacher's Journey

Journal of science teacher education, 2013-10, Vol.24 (6), p.933-956

Hanuscin, Deborah L.

2013

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Elementary Teachers' Use of Graphical Representations in Science Teaching

Journal of science teacher education, 2011-11, Vol.22 (7), p.613-643

2011

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Science Teachers' Beliefs about the Influence of their Summer Research Experiences on their Pedagogical Practices

Journal of science teacher education, 2013-12, Vol.24 (8), p.1241-1261

2013

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Reflective Practice as a Means for Preparing to Teach Outdoors in an Ecological Garden

Journal of science teacher education, 2009-06, Vol.20 (3), p.245-262

2009

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Teacher Enactment Patterns: How Can We Help Move All Teachers to Reform-Based Inquiry Practice Through Professional Development?

Journal of science teacher education, 2013-12, Vol.24 (8), p.1263-1291

2013

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Isn't That Just Good Teaching? Disaggregate Instruction and the Language Identity Dilemma

Journal of science teacher education, 2011-12, Vol.22 (8), p.679-704

Brown, Bryan A.

2011

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Science Teachers' Pedagogical Discontentment: Its Sources and Potential for Change

Journal of science teacher education, 2011-08, Vol.22 (5), p.437-457

2011

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Hopes and Fears for Science Teaching: The Possible Selves of Preservice Teachers in a Science Education Program

Journal of science teacher education, 2011-10, Vol.22 (6), p.491-512

2011

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Teaching and Learning About Inquiry: Insights and Challenges in Professional Development

Journal of science teacher education, 2007-02, Vol.18 (1), p.63-89

2007

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Understanding Teachers' Conceptions of Classroom Inquiry With a Teaching Scenario Survey Instrument

Journal of science teacher education, 2008-08, Vol.19 (4), p.337-354

2008

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Construct Validation of the Self-Efficacy Teaching and Knowledge Instrument for Science Teachers-Revised (SETAKIST-R): Lessons Learned

Journal of science teacher education, 2013-01, Vol.24 (7), p.1133-1156

2013

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An Inquiry Into the Development of Teacher Identities in STEM Career Changers

Journal of science teacher education, 2009-02, Vol.20 (1), p.57-75

2009

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Negotiating Competing Goals in the Development of an Urban Ecology Practitioner Inquiry Community

Journal of science teacher education, 2013-11, Vol.24 (7), p.1157-1176

2013

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There and Back Again: Exploring Teacher Attrition and Mobility with Two Transitioning Science Teachers

Journal of science teacher education, 2011-08, Vol.22 (5), p.393-415

Gilbert, Andrew

2011

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An Examination of Effective Practice: Moving Toward Elimination of Achievement Gaps in Science

Journal of science teacher education, 2009-06, Vol.20 (3), p.287-306

Johnson, Carla C.

2009

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Getting from Here to There: The Roles of Policy Makers and Principals in Increasing Science Teacher Quality

Journal of science teacher education, 2010-04, Vol.21 (3), p.283-307

2010

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The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers' Science Classroom Teaching Identity

Enhancing Self-Efficacy in Elementary Science Teaching With Professional Learning Communities

Professional Journals as a Source of PCK for Teaching Nature of Science: An Examination of Articles Published in The Science Teacher (TST) (an NSTA Journal), 1995-2010

The Science Semester: Cross-Disciplinary Inquiry for Prospective Elementary Teachers

Association Between Experienced Teachers' NOS Implementation and Reform-Based Practices

Constraints on Conceptual Change: How Elementary Teachers' Attitudes and Understanding of Conceptual Change Relate to Changes in Students' Conceptions

What's Missing in Model-Based Teaching

Preservice Science Teachers' Uses of Inscriptions in Science Teaching

Rethinking Recruitment: The Comprehensive and Strategic Recruitment of Secondary Science Teachers

Critical Incidents in the Development of Pedagogical Content Knowledge for Teaching the Nature of Science: A Prospective Elementary Teacher's Journey

Elementary Teachers' Use of Graphical Representations in Science Teaching

Science Teachers' Beliefs about the Influence of their Summer Research Experiences on their Pedagogical Practices

Reflective Practice as a Means for Preparing to Teach Outdoors in an Ecological Garden

Teacher Enactment Patterns: How Can We Help Move All Teachers to Reform-Based Inquiry Practice Through Professional Development?

Isn't That Just Good Teaching? Disaggregate Instruction and the Language Identity Dilemma

Science Teachers' Pedagogical Discontentment: Its Sources and Potential for Change

Hopes and Fears for Science Teaching: The Possible Selves of Preservice Teachers in a Science Education Program

Teaching and Learning About Inquiry: Insights and Challenges in Professional Development

Understanding Teachers' Conceptions of Classroom Inquiry With a Teaching Scenario Survey Instrument

Construct Validation of the Self-Efficacy Teaching and Knowledge Instrument for Science Teachers-Revised (SETAKIST-R): Lessons Learned

An Inquiry Into the Development of Teacher Identities in STEM Career Changers

Negotiating Competing Goals in the Development of an Urban Ecology Practitioner Inquiry Community

There and Back Again: Exploring Teacher Attrition and Mobility with Two Transitioning Science Teachers

An Examination of Effective Practice: Moving Toward Elimination of Achievement Gaps in Science

Getting from Here to There: The Roles of Policy Makers and Principals in Increasing Science Teacher Quality

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