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Use of the Outdoor Classroom and Nature-Study to Support Science and Literacy Learning: A Narrative Case Study of a Third-Grade Classroom

Journal of science teacher education, 2012-11, Vol.23 (7), p.789-803

Eick, Charles J.

2012

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Science Teacher Educators As K-12 Teachers: Practicing What We Teach

2014, 2013

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Studying Motivational Strategies Used by Two Teachers in Differently Tracked Science Courses

The Journal of educational research (Washington, D.C.), 2009-05, Vol.102 (5), p.349-362

2009

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Implementing inquiry kit curriculum: Obstacles, adaptations, and practical knowledge development in two middle school science teachers

Science education (Salem, Mass.), 2007-05, Vol.91 (3), p.492-513

2007

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Enacting a Reform-Based Science Curriculum: Design Changes to Extend Inquiry

International journal of designs for learning, 2016-02, Vol.7 (1), p.37

2016

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What makes an inquiry-oriented science teacher? The influence of learning histories on student teacher role identity and practice

Science education (Salem, Mass.), 2002-05, Vol.86 (3), p.401-416

2002

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Tailoring National Standards to Early Science Teacher Identities: Building on Personal Histories to Support Beginning Practice

Journal of science teacher education, 2009-04, Vol.20 (2), p.135-156

Eick, Charles J.

2009

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Practicing What We Teach: A Self-Study in Implementing an Inquiry-Based Curriculum in a Middle Grades Classroom

Journal of science teacher education, 2011-02, Vol.22 (1), p.53-78

2011

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Dispositions Supporting Elementary Interns in the Teaching of Reform-Based Science Materials

Journal of science teacher education, 2010-01, Vol.21 (7), p.783-800

2010

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Providing Bottom-Up Support to Middle School Science Teachers' Reform Efforts in Using Inquiry-Based Kits

Journal of science teacher education, 2007-12, Vol.18 (6), p.913-934

2007

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Job sharing their first year: a narrative of two partnered teachers’ induction into middle school science teaching

Teaching and teacher education, 2002-10, Vol.18 (7), p.887-904

Eick, Charles J

2002

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Coteaching In A Science Methods Course: A Situated Learning Model Of Becoming A Teacher

Journal of teacher education, 2003-01, Vol.54 (1), p.74-85

2003

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Studying career science teachers' personal histories : a methodology for understanding intrinsic reasons for career choice and retention

Research in science education (Australasian Science Education Research Association), 2002-01, Vol.32 (3), p.353-372

Eick, Charles J

2002

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Middle School Students' Conceptual Learning from the Implementation of a New NSF Supported Curriculum: Interactions in Physical Science

School science and mathematics, 2009-01, Vol.109 (1), p.45-56

2009

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Science Curriculum in Practice: Student Teachers' Use of Hands-On Activities in High-Stakes Testing Schools

NASSP bulletin, 2002-03, Vol.86 (630), p.72-85

Eick, Charles J

2002

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Coteaching in a Secondary Science Methods Course: Learning Through a Coteaching Model that Supports Early Teacher Practice

Journal of science teacher education, 2004-08, Vol.15 (3), p.197-209

2004

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The Democratic Science Classroom: Science Teaching that Can Improve Student Behavior and Enhance Inquiry

Science scope (Washington, D.C.), 2001-11, Vol.25 (3), p.27-31

Eick, Charles J.

2001

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GROWING With the Standards

Science scope (Washington, D.C.), 1998-04, Vol.21 (7), p.10-14

Eick, Charles J.

1998

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Beginning to Think Critically about Culturally Responsive Pedagogy in Practice: An Elementary Education Book Study in Student Teaching

SRATE journal, 2010, Vol.19 (1), p.52

2010

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Online Peer Review: Learning Science as It's Practiced

Journal of college science teaching, 2003-05, Vol.32 (7), p.443-447

2003

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Coteaching in a science methods course: an apprenticeship model for early induction to the secondary classroom

Counterpoints (New York, N.Y.), 2005-01, Vol.294, p.187-206

2005

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Changing an Alternative Teacher Education Program: Making Every Course Count

Planning & changing, 2003, Vol.34 (1), p.84

Eick, Charles J

2003

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A Sabbatical as a Middle Grades Science Teacher: Building New Practical Knowledge for Practice

Science Teacher Educators as K-12 Teachers, 2014, p.89-101

2014

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Are Administrators Disconnected? A Comparison Case Study of Important Teacher Dispositions in Elementary Science

Academic Leadership Journal, 2010-01, Vol.8 (4), p.494-506

2010

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Online Peer Review

Journal of college science teaching, 2003-05, Vol.32 (7), p.443

2003

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Use of the Outdoor Classroom and Nature-Study to Support Science and Literacy Learning: A Narrative Case Study of a Third-Grade Classroom

Science Teacher Educators As K-12 Teachers: Practicing What We Teach

Studying Motivational Strategies Used by Two Teachers in Differently Tracked Science Courses

Implementing inquiry kit curriculum: Obstacles, adaptations, and practical knowledge development in two middle school science teachers

Enacting a Reform-Based Science Curriculum: Design Changes to Extend Inquiry

What makes an inquiry-oriented science teacher? The influence of learning histories on student teacher role identity and practice

Tailoring National Standards to Early Science Teacher Identities: Building on Personal Histories to Support Beginning Practice

Practicing What We Teach: A Self-Study in Implementing an Inquiry-Based Curriculum in a Middle Grades Classroom

Dispositions Supporting Elementary Interns in the Teaching of Reform-Based Science Materials

Providing Bottom-Up Support to Middle School Science Teachers' Reform Efforts in Using Inquiry-Based Kits

Job sharing their first year: a narrative of two partnered teachers’ induction into middle school science teaching

Coteaching In A Science Methods Course: A Situated Learning Model Of Becoming A Teacher

Studying career science teachers' personal histories : a methodology for understanding intrinsic reasons for career choice and retention

Middle School Students' Conceptual Learning from the Implementation of a New NSF Supported Curriculum: Interactions in Physical Science

Science Curriculum in Practice: Student Teachers' Use of Hands-On Activities in High-Stakes Testing Schools

Coteaching in a Secondary Science Methods Course: Learning Through a Coteaching Model that Supports Early Teacher Practice

The Democratic Science Classroom: Science Teaching that Can Improve Student Behavior and Enhance Inquiry

GROWING With the Standards

Beginning to Think Critically about Culturally Responsive Pedagogy in Practice: An Elementary Education Book Study in Student Teaching

Online Peer Review: Learning Science as It's Practiced

Coteaching in a science methods course: an apprenticeship model for early induction to the secondary classroom

Changing an Alternative Teacher Education Program: Making Every Course Count

A Sabbatical as a Middle Grades Science Teacher: Building New Practical Knowledge for Practice

Are Administrators Disconnected? A Comparison Case Study of Important Teacher Dispositions in Elementary Science

Online Peer Review

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