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The Impact of a "Framework"-Aligned Science Professional Development Program on Literacy and Mathematics Achievement of K-3 Students

Journal of research in science teaching, 2017-11, Vol.54 (9), p.1174-1196

2017

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Longitudinal impact of early childhood science instruction on 5th grade science achievement

International journal of science education, 2020-05, Vol.42 (7), p.1124-1143

2020

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Families’ Capacity to Engage in Science Inquiry at Home Through Structured Activities

Early childhood education journal, 2019-11, Vol.47 (6), p.653-664

2019

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Investigating the Impact of NGSS-Aligned Professional Development on PreK-3 Teachers' Science Content Knowledge and Pedagogy

Journal of science teacher education, 2016-11, Vol.27 (7), p.717-745

2016

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Elementary Teachers' Beliefs About Teaching Science and Classroom Practice: An Examination of Pre/Post NCLB Testing in Science

Journal of science teacher education, 2012-03, Vol.23 (2), p.111-132

2012

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An Examination of Teacher Understanding of Project Based Science as a Result of Participating in an Extended Professional Development Program: Implications for Implementation

School science and mathematics, 2017-02, Vol.117 (1-2), p.76-86

2017

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Comparison of two alternative approaches to quality STEM teacher preparation: Fast‐track licensure and embedded residency programs

School science and mathematics, 2019-01, Vol.119 (1), p.35-48

2019

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The Role of Science Teachers' Beliefs in International Classrooms: From Teacher Actions to Student Learning

1, 2014

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Utilizing program theory and contribution analysis to evaluate the development of science teacher leaders

Studies in educational evaluation, 2014-09, Vol.42, p.100-108

2014

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Assessing Teachers' Beliefs about Their Science Teaching Context

Journal of research in science teaching, 2000-03, Vol.37 (3), p.275-292

2000

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Exploring How Families Do Science Together: Adult‐Child Interactions at Community Science Events

School science and mathematics, 2017-05, Vol.117 (5), p.175-182

2017

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Elementary Science Students' Motivation and Learning Strategy Use: Constructivist Classroom Contextual Factors in a Life Science Laboratory and a Traditional Classroom

Journal of science teacher education, 2011-03, Vol.22 (2), p.151-170

2011

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Taking Science Home: Connecting Schools and Families Through Science Activity Packs for Young Children

School science and mathematics, 2016-01, Vol.116 (1), p.3-16

2016

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What Is a Foot under Your Feet?

Science and children, 2014-11, Vol.52 (3), p.49

2014

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From Beliefs to Actions: The Beliefs and Actions of Teachers Implementing Change

Journal of science teacher education, 2002-08, Vol.13 (3), p.171-187

2002

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Beliefs about Teaching Science: The relationship between elementary teachers' participation in professional development and student achievement

International journal of science education, 2012-01, Vol.34 (2), p.153-166

2012

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Development and Validation of an Instrument to Assess Teacher Leadership Behaviors in a Math–Science Partnership Program

Journal of school leadership, 2016-09, Vol.26 (5), p.726-755

2016

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WHAT IS A FOOT UNDER YOUR FEET? A project-based science unit for fifth graders explores soil quality

Science and children, 2014-11, Vol.52 (3), p.49-53

2014

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“It depends on what science teacher you got”: urban science self-efficacy from teacher and student voices

Cultural studies of science education, 2011-12, Vol.6 (4), p.961-997

2011

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JSTE Editor-in-Chief's Annual Report: Journal Accountability Report: Summary of activity for the journal office between July 01, 2006, and June 30, 2007

Journal of science teacher education, 2008-01, Vol.19 (1), p.1-9

Czerniak, Charlene M.

2008

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Implementing Japanese Lesson Study in a Higher Education Context

Journal of college science teaching, 2013-03, Vol.42 (4), p.22-27

2013

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Teacher beliefs and intentions regarding the implementation of science education reform strands

Journal of research in science teaching, 1996-11, Vol.33 (9), p.971-993

1996

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JSTE Editor-in-Chief's Annual Report

Journal of science teacher education, 2007-02, Vol.18 (1), p.1-8

Czerniak, Charlene M.

2007

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An Exploratory Study of Teachers' Beliefs Regarding the Implementation of Constructivism in Their Classrooms

Journal of science teacher education, 2000-11, Vol.11 (4), p.323-343

2000

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An Exploration of a Mathematics Teachers' Concerns Enacting Project-Based Instruction

The journal of computers in mathematics and science teaching, 2022-01, Vol.41 (1), p.69

2022

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The Impact of a "Framework"-Aligned Science Professional Development Program on Literacy and Mathematics Achievement of K-3 Students

Longitudinal impact of early childhood science instruction on 5th grade science achievement

Families’ Capacity to Engage in Science Inquiry at Home Through Structured Activities

Investigating the Impact of NGSS-Aligned Professional Development on PreK-3 Teachers' Science Content Knowledge and Pedagogy

Elementary Teachers' Beliefs About Teaching Science and Classroom Practice: An Examination of Pre/Post NCLB Testing in Science

An Examination of Teacher Understanding of Project Based Science as a Result of Participating in an Extended Professional Development Program: Implications for Implementation

Comparison of two alternative approaches to quality STEM teacher preparation: Fast‐track licensure and embedded residency programs

The Role of Science Teachers' Beliefs in International Classrooms: From Teacher Actions to Student Learning

Utilizing program theory and contribution analysis to evaluate the development of science teacher leaders

Assessing Teachers' Beliefs about Their Science Teaching Context

Exploring How Families Do Science Together: Adult‐Child Interactions at Community Science Events

Elementary Science Students' Motivation and Learning Strategy Use: Constructivist Classroom Contextual Factors in a Life Science Laboratory and a Traditional Classroom

Taking Science Home: Connecting Schools and Families Through Science Activity Packs for Young Children

What Is a Foot under Your Feet?

From Beliefs to Actions: The Beliefs and Actions of Teachers Implementing Change

Beliefs about Teaching Science: The relationship between elementary teachers' participation in professional development and student achievement

Development and Validation of an Instrument to Assess Teacher Leadership Behaviors in a Math–Science Partnership Program

WHAT IS A FOOT UNDER YOUR FEET? A project-based science unit for fifth graders explores soil quality

“It depends on what science teacher you got”: urban science self-efficacy from teacher and student voices

JSTE Editor-in-Chief's Annual Report: Journal Accountability Report: Summary of activity for the journal office between July 01, 2006, and June 30, 2007

Implementing Japanese Lesson Study in a Higher Education Context

Teacher beliefs and intentions regarding the implementation of science education reform strands

JSTE Editor-in-Chief's Annual Report

An Exploratory Study of Teachers' Beliefs Regarding the Implementation of Constructivism in Their Classrooms

An Exploration of a Mathematics Teachers' Concerns Enacting Project-Based Instruction

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