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Professional Development for Science Teachers

https://doi.org/10.1126/science.1230725
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Outgoing claims: the papers this work cites, builds on, or argues with.

inferredcites →https://doi.org/10.1002/1098-2736(200011)37:9<963::aid-tea6>3.0.co;2-0openalex-snapshot
The effects of professional development on science teaching practices and classroom culture
inferredcites →https://doi.org/10.1002/tea.20053openalex-snapshot
Improving science inquiry with elementary students of diverse backgrounds
inferredcites →https://doi.org/10.1002/tea.20145openalex-snapshot
Can professional development make the vision of the standards a reality? The impact of the national science foundation's local systemic change through teacher enhancement initiative
inferredcites →https://doi.org/10.1002/tea.20231openalex-snapshot
Impact of a multiyear professional development intervention on science achievement of culturally and linguistically diverse elementary students
inferredcites →https://doi.org/10.1002/tea.20404openalex-snapshot
The impact of science content and professional learning communities on science teaching efficacy and standards‐based instruction
inferredcites →https://doi.org/10.1002/tea.20408openalex-snapshot
Videobased lesson analysis: Effective science PD for teacher and student learning
inferredcites →https://doi.org/10.1002/tea.21004openalex-snapshot
Differential effects of three professional development models on teacher knowledge and student achievement in elementary science
inferredcites →https://doi.org/10.1002/tea.21031openalex-snapshot
The effect of an instructional intervention on middle school english learners' science and english reading achievement
inferredcites →https://doi.org/10.1002/tea.21073openalex-snapshot
Learning to argue: A study of four schools and their attempt to develop the use of argumentation as a common instructional practice and its impact on students
inferredcites →https://doi.org/10.1016/s0742-051x(98)00059-6openalex-snapshot
New technologies for teacher professional development
inferredcites →https://doi.org/10.1023/a:1016569117024openalex-snapshot
Supporting Science Teacher Learning: The Role of Educative Curriculum Materials
inferredcites →https://doi.org/10.1023/b:jste.0000044866.11608.aeopenalex-snapshot
Emerging Considerations for Professional Development Institutes for Science Teachers
inferredcites →https://doi.org/10.1177/0022487108327554openalex-snapshot
A Research Agenda for Online Teacher Professional Development
inferredcites →https://doi.org/10.3102/00028312038004915openalex-snapshot
What Makes Professional Development Effective? Results From a National Sample of Teachers
inferredcites →https://doi.org/10.3102/0002831207308221openalex-snapshot
What Makes Professional Development Effective? Strategies That Foster Curriculum Implementation
inferredcites →https://doi.org/10.3102/0002831211410864openalex-snapshot
Preparing Teachers to Design Sequences of Instruction in Earth Systems Science
inferredcites →https://doi.org/10.3102/0013189x034003003openalex-snapshot
Designing Educative Curriculum Materials to Promote Teacher Learning
inferredcites →https://doi.org/10.3102/0013189x08331140openalex-snapshot
Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures
inferredcites →https://doi.org/10.3102/01623737024002081openalex-snapshot
Effects of Professional Development on Teachers’ Instruction: Results from a Three-year Longitudinal Study
inferredcites →https://doi.org/10.3102/0162373712461851openalex-snapshot
Effects of Two Scientific Inquiry Professional Development Interventions on Teaching Practice
inferredcites →https://doi.org/10.7208/chicago/9780226078014.001.0001openalex-snapshot
Organizing Schools for Improvement

What points at this work

Incoming claims: where this work appears in other papers’ reference lists and arguments.

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Assessing Elementary Teachers' Content Knowledge for Teaching Science for theETS® Educator Series: Pilot Results
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Professional development for STEM educators: A bibliometric analysis of the recent progress
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Examining the Influence of RETs on Science Teacher Beliefs and Practice
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Reviving the Orchard: Visions of reclaiming science education for Nicaragua
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Why do teachers vary in their instructional change during science PD? The role of noticing students in an iterative change process
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Practical measures of science teacher learning: Conceptualizing organizational functions and affordances
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inferred← citeshttps://doi.org/10.1002/sce.21919openalex-snapshot
Learning to Support Students to Reason Through Talk: How Pedagogically (Dis)Content Teaching Assistants Use a Curriculum Guide Integrated With Professional Development
inferred← citeshttps://doi.org/10.1002/sce.70012openalex-snapshot
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inferred← citeshttps://doi.org/10.1002/sce.70035openalex-snapshot
Teachers' Customizations of Storyline Science Curriculum: Adapting for Their Students and Instructional Contexts
inferred← citeshttps://doi.org/10.1002/tea.21126openalex-snapshot
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inferred← citeshttps://doi.org/10.1002/tea.21252openalex-snapshot
Pedagogical content knowledge of argumentation: Using classroom contexts to assess high‐quality PCK rather than pseudoargumentation
inferred← citeshttps://doi.org/10.1002/tea.21434openalex-snapshot
Investigating the impacts of targeted professional development around models and modeling on teachers' instructional practice and student learning
inferred← citeshttps://doi.org/10.1002/tea.21452openalex-snapshot
Communities of practice as a framework to explain teachers' experiences within the community of science
inferred← citeshttps://doi.org/10.1002/tea.21480openalex-snapshot
Examining features of how professional development and enactment of educative curricula influences elementary science teacher learning
inferred← citeshttps://doi.org/10.1002/tea.21620openalex-snapshot
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inferred← citeshttps://doi.org/10.1002/tea.21673openalex-snapshot
Preparing preservice teachers to teach science to english learners: A review
inferred← citeshttps://doi.org/10.1002/tea.21716openalex-snapshot
Development and validation of an observation‐based protocol to measure the eight scientific practices of the next generation science standards in K‐12 science classrooms
inferred← citeshttps://doi.org/10.1002/tea.21725openalex-snapshot
Considering discussion types to support collective sensemaking during a storyline unit
inferred← citeshttps://doi.org/10.1002/tea.21839openalex-snapshot
Changes in teachers' beliefs: A longitudinal study of science teachers engaging in storyline curriculum‐based professional development
inferred← citeshttps://doi.org/10.1002/tea.21841openalex-snapshot
Characterizing relationships between collective enterprise and student epistemic agency in science: A comparative case study
inferred← citeshttps://doi.org/10.1002/tea.22025openalex-snapshot
Factors Influencing Science Teachers' Professional Development: A Cultural‐Historical Activity Theory Perspective
inferred← citeshttps://doi.org/10.1002/tea.70021openalex-snapshot
Reinventing Science Standards to Better Support Meaningful Science Learning
inferred← citeshttps://doi.org/10.1007/978-1-4020-5908-7_25openalex-snapshot
Lesson Study (Jyugyo Kenkyu) from Japan to South Africa: A Science and Mathematics Intervention Program for Secondary School Teachers
inferred← citeshttps://doi.org/10.1007/978-3-030-59550-0_3openalex-snapshot
University of Florida Unites Teachers to Reform Education in Science (U-FUTuRES): A Reform-Based and Comprehensive Professional Development Program
inferred← citeshttps://doi.org/10.1007/978-3-030-59550-0_8openalex-snapshot
Lessons Learned and the Implications for Teacher Learning in Professional Development for Science Teachers
inferred← citeshttps://doi.org/10.1007/978-3-030-61648-9_7openalex-snapshot
Teachers’ Role in Enhancing Equity—A Multilevel Structural Equation Modelling with Mediated Moderation
inferred← citeshttps://doi.org/10.1007/978-3-031-23936-6_7openalex-snapshot
Professional Learning Using a Blended-Learning Approach with Elementary Teachers Who Teach Science: An Exploration of Processes and Outcomes
inferred← citeshttps://doi.org/10.1007/978-3-031-51845-4_6openalex-snapshot
Circular Economy and Balanced Scorecard
inferred← citeshttps://doi.org/10.1007/978-3-031-60676-2_1openalex-snapshot
STEM Education Through Global Perspectives: An Overview
inferred← citeshttps://doi.org/10.1007/978-3-031-60676-2_2openalex-snapshot
Defining and Situating STEM Disciplines
inferred← citeshttps://doi.org/10.1007/978-3-031-69824-8_4openalex-snapshot
Next Generation Science Standards: Conceptual and Pedagogical Shifts in STEM/STEAM Teaching in K to 12 Classrooms
inferred← citeshttps://doi.org/10.1007/978-3-032-04678-9_4openalex-snapshot
Bildungsstandards der nächsten Generation: Konzeptionelle und pädagogische Paradigmenwechsel im MINT/MINKT-Unterricht in K-12-Klassen
inferred← citeshttps://doi.org/10.1007/978-3-032-14426-3_37openalex-snapshot
Supporting Pre-Service Science Teacher Learning About Sociopolitical and Scientific Dynamics of Climate Change Through Local Phenomena
inferred← citeshttps://doi.org/10.1007/978-3-319-90778-9_7openalex-snapshot
Evaluating Differences in Outcomes and Participant Perspectives in Marine Science Professional Development Conducted by Informal Educators Compared to Specialized University Faculty
inferred← citeshttps://doi.org/10.1007/978-3-319-90939-4_5openalex-snapshot
Case Studies in Teaching Evolution in the Southwestern U.S.: The Intersection of Dilemmas in Practice
inferred← citeshttps://doi.org/10.1007/978-3-319-94108-0_7openalex-snapshot
Strengthening Environmental Health Literacy Through Precollege STEM and Environmental Health Education
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Developing Educative Materials to Support Middle-School Science Teachers’ PCK for Argumentation: Comparing Multimedia to Text-Based Supports
inferred← citeshttps://doi.org/10.1007/978-94-6300-881-5_4openalex-snapshot
Developing Science Education Research Literacy among Secondary in-Service Teachers
inferred← citeshttps://doi.org/10.1007/978-981-13-2679-0_2openalex-snapshot
Teacher Professional Development and the Case Method
inferred← citeshttps://doi.org/10.1007/978-981-13-5898-2_13openalex-snapshot
Perspectives on the Future of PCK Research in Science Education and Beyond
inferred← citeshttps://doi.org/10.1007/978-981-15-5155-0_16openalex-snapshot
Preliminary Results on the Value of Investing in Training for Practicing Chilean Life Science Teachers
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A Performative View on the Role of Educative Curriculum Materials on Teacher Learning
inferred← citeshttps://doi.org/10.1007/978-981-19-6887-7_135openalex-snapshot
A Performative View on the Role of Educative Curriculum Materials on Teacher Learning
inferred← citeshttps://doi.org/10.1007/978-981-95-0561-6_10openalex-snapshot
Success Stories (and Some Lessons) Around Professional Development for Primary Science Teachers
inferred← citeshttps://doi.org/10.1007/s10212-016-0324-7openalex-snapshot
Instructional and motivational classroom discourse and their relationship with teacher autonomy and competence support—findings from teacher professional development
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Picturebooks in the Primary Grades: Representation and the Stories Shared About Who Belongs in STEM
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inferred← citeshttps://doi.org/10.1007/s10763-019-10010-7openalex-snapshot
Compare Inquiry-Based Pedagogical Instruction with Direct Instruction for Pre-service Science Teacher Education
inferred← citeshttps://doi.org/10.1007/s10763-025-10584-5openalex-snapshot
Rethinking the Who, What, and How of Teacher Professional Development: A Framework Emerging from the Special Issue on Technology-Enabled Professional Development for Science, Mathematics, and STEM teachers
inferred← citeshttps://doi.org/10.1007/s10763-025-10610-6openalex-snapshot
Critical Features of Teacher Professional Development for Students’ Productive Disciplinary Engagement Through Model-Based Learning
inferred← citeshttps://doi.org/10.1007/s10956-016-9673-xopenalex-snapshot
The Impact of Design-Based STEM Integration Curricula on Student Achievement in Engineering, Science, and Mathematics
inferred← citeshttps://doi.org/10.1007/s10972-013-9361-0openalex-snapshot
Teacher Enactment Patterns: How Can We Help Move All Teachers to Reform-Based Inquiry Practice Through Professional Development?
inferred← citeshttps://doi.org/10.1007/s10972-014-9411-2openalex-snapshot
Professional Development and Teacher Change: The Missing Leadership Link
inferred← citeshttps://doi.org/10.1007/s10972-016-9450-yopenalex-snapshot
I Want to be the Inquiry Guy! How Research Experiences for Teachers Change Beliefs, Attitudes, and Values About Teaching Science as Inquiry
inferred← citeshttps://doi.org/10.1007/s11165-014-9408-zopenalex-snapshot
At the Elbows of Scientists: Shaping Science Teachers’ Conceptions and Enactment of Inquiry-Based Instruction
inferred← citeshttps://doi.org/10.1007/s11165-016-9572-4openalex-snapshot
Attention to Intentions—How to Stimulate Strong Intentions to Change
inferred← citeshttps://doi.org/10.1007/s11165-018-9708-9openalex-snapshot
Meeting the Demands of Science Reforms: A Comprehensive Professional Development for Practicing Middle School Teachers
inferred← citeshttps://doi.org/10.1007/s11165-018-9802-zopenalex-snapshot
Dynamics of Scientific Engagement in a Blended Online Learning Environment
inferred← citeshttps://doi.org/10.1007/s11191-022-00343-1openalex-snapshot
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Teaching about complex systems is no simple matter: building effective professional development for computer-supported complex systems instruction
inferred← citeshttps://doi.org/10.1007/s11412-020-09326-2openalex-snapshot
Encouraging collaboration and building Community in Online Asynchronous Professional Development: designing for social capital
inferred← citeshttps://doi.org/10.1007/s11423-015-9373-xopenalex-snapshot
Scaffolding argumentation about water quality: a mixed-method study in a rural middle school
inferred← citeshttps://doi.org/10.1007/s11528-016-0143-3openalex-snapshot
Three Cases of Hashtags Used as Learning and Professional Development Environments
inferred← citeshttps://doi.org/10.1007/s41979-019-00015-wopenalex-snapshot
Classroom Observations Indicate the Positive Impacts of Discipline-Based Professional Development
inferred← citeshttps://doi.org/10.1016/b978-0-12-818630-5.13021-0openalex-snapshot
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inferred← citeshttps://doi.org/10.1016/j.ijer.2018.02.003openalex-snapshot
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The underrepresented minority STEMM pipeline is a pipe dream: The pipes rarely connect
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Associations among teachers' depressive symptoms and students' classroom instructional experiences in third grade
inferred← citeshttps://doi.org/10.1016/j.lcsi.2020.100450openalex-snapshot
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inferred← citeshttps://doi.org/10.1016/j.learninstruc.2014.10.003openalex-snapshot
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inferred← citeshttps://doi.org/10.1016/j.tate.2014.12.007openalex-snapshot
How teacher professional development regarding classroom dialogue affects students' higher-order learning
inferred← citeshttps://doi.org/10.1016/j.tate.2015.06.004openalex-snapshot
Professional development at the local level: Necessary and sufficient conditions for critical colleagueship
inferred← citeshttps://doi.org/10.1016/j.tate.2016.08.007openalex-snapshot
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inferred← citeshttps://doi.org/10.1016/j.tate.2017.04.019openalex-snapshot
Using a video club design to promote teacher attention to students' ideas in science
inferred← citeshttps://doi.org/10.1016/j.tate.2017.07.018openalex-snapshot
Curriculum materials support teachers in the promotion of argumentation in science teaching: A case study
inferred← citeshttps://doi.org/10.1016/j.tate.2018.01.006openalex-snapshot
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inferred← citeshttps://doi.org/10.1016/j.tate.2021.103584openalex-snapshot
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inferred← citeshttps://doi.org/10.1017/s0032247419000056openalex-snapshot
ANDRILL ARISE: A model for team-based field research immersion for educators
inferred← citeshttps://doi.org/10.1021/acs.jchemed.9b00548openalex-snapshot
Constructing, Troubleshooting, and Using Absorption Colorimeters to Integrate Chemistry and Engineering
inferred← citeshttps://doi.org/10.1021/acscentsci.6b00216openalex-snapshot
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inferred← citeshttps://doi.org/10.1063/5.0102484openalex-snapshot
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inferred← citeshttps://doi.org/10.1080/00220671.2014.979908openalex-snapshot
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inferred← citeshttps://doi.org/10.1080/00220671.2023.2239185openalex-snapshot
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inferred← citeshttps://doi.org/10.1080/02635143.2020.1779051openalex-snapshot
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inferred← citeshttps://doi.org/10.1080/02635143.2021.1978962openalex-snapshot
Improving NGSS focused model-based learning curriculum through the examination of students’ experiences and iterated models
inferred← citeshttps://doi.org/10.1080/02635143.2023.2264194openalex-snapshot
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inferred← citeshttps://doi.org/10.1080/03004279.2020.1854963openalex-snapshot
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inferred← citeshttps://doi.org/10.1080/03004430.2018.1485672openalex-snapshot
Science and Technology Congress for Preschoolers as a strategy for the initiation of science
inferred← citeshttps://doi.org/10.1080/09500693.2016.1183267openalex-snapshot
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inferred← citeshttps://doi.org/10.1080/09500693.2017.1397798openalex-snapshot
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inferred← citeshttps://doi.org/10.1080/09500693.2018.1457816openalex-snapshot
An experimental study of a museum-based, science PD programme’s impact on teachers and their students
inferred← citeshttps://doi.org/10.1080/09500693.2021.1961326openalex-snapshot
How do rural Australian students’ ethnogeographies related to people and place influence their STEM career aspirations?
inferred← citeshttps://doi.org/10.1080/09500693.2022.2030073openalex-snapshot
Teacher enactment of the Geospatial Inquiry cycle in classrooms following scaled up professional learning and development
inferred← citeshttps://doi.org/10.1080/09500693.2022.2115324openalex-snapshot
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inferred← citeshttps://doi.org/10.1080/09500693.2024.2341189openalex-snapshot
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inferred← citeshttps://doi.org/10.1080/09500693.2026.2683073openalex-snapshot
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inferred← citeshttps://doi.org/10.1080/09650792.2015.1045537openalex-snapshot
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inferred← citeshttps://doi.org/10.1080/1046560x.2016.1277599openalex-snapshot
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inferred← citeshttps://doi.org/10.1080/1046560x.2017.1302728openalex-snapshot
Examining Science Educators’ Perspectives on Learning Progressions in a Climate Change Education Professional Development Program
inferred← citeshttps://doi.org/10.1080/1046560x.2017.1379859openalex-snapshot
Optimizing Online Content Instruction for Effective Hybrid Teacher Professional Development Programs
inferred← citeshttps://doi.org/10.1080/1046560x.2017.1404814openalex-snapshot
Supporting the Supporters: Professional Development for Science Coordinators
inferred← citeshttps://doi.org/10.1080/1046560x.2018.1439262openalex-snapshot
Effects of Professional Development on Teacher Pedagogical Content Knowledge, Inquiry Teaching Practices, and Student Understanding of Interdisciplinary Science
inferred← citeshttps://doi.org/10.1080/1046560x.2018.1547033openalex-snapshot
Negotiating Coherent Science Teacher Professional Learning Experiences Across a University and Partner School Settings
inferred← citeshttps://doi.org/10.1080/1046560x.2019.1583035openalex-snapshot
Exploring the Design of Scaffolding Pedagogical Instruction for Elementary Preservice Teacher Education
inferred← citeshttps://doi.org/10.1080/1046560x.2019.1630794openalex-snapshot
Elementary Teachers’ Enactment of the NGSS Science and Engineering Practices
inferred← citeshttps://doi.org/10.1080/1046560x.2019.1646063openalex-snapshot
Validating A Model for Assessing Science Teacher’s Adaptive Expertise with Computer-Supported Complex Systems Curricula and Its Relationship to Student Learning Outcomes
inferred← citeshttps://doi.org/10.1080/1046560x.2019.1685629openalex-snapshot
Equity-Focused K-12 Science Teacher Professional Development: A Review of the Literature 2001–2017
inferred← citeshttps://doi.org/10.1080/1046560x.2019.1710387openalex-snapshot
Teachers’ Pedagogical Reflections on the Next Generation Science Standards
inferred← citeshttps://doi.org/10.1080/1046560x.2020.1729479openalex-snapshot
“The Goals Remain Elusive”: Using Drawings to Examine Shifts in Teachers’ Mental Models Before and After an NGSS Professional Learning Experience
inferred← citeshttps://doi.org/10.1080/1046560x.2020.1758419openalex-snapshot
How K-12 Teachers of Science Experience a Vertically Articulated Professional Learning Community
inferred← citeshttps://doi.org/10.1080/1046560x.2020.1830503openalex-snapshot
Multimodality and the 5R Instructional Model: Biology Teachers Learning to Engage Emergent Multilingual Learners
inferred← citeshttps://doi.org/10.1080/1046560x.2021.1877457openalex-snapshot
Developing Research-Based Instructional Materials to Support Large-Scale Transformation of Science Teaching and Learning: The Approach of the OpenSciEd Middle School Program
inferred← citeshttps://doi.org/10.1080/1046560x.2021.1905330openalex-snapshot
Learning Goals of Professional Development Programs at Science Research Institutions: A Delphi Study with Different Stakeholder Groups
inferred← citeshttps://doi.org/10.1080/1046560x.2024.2378623openalex-snapshot
Novice Elementary Teachers’ Science Teaching: Instructional Planning and Discourse
inferred← citeshttps://doi.org/10.1080/1046560x.2024.2402108openalex-snapshot
Mapping Epistemic Orientation and Rigor of Classroom Instruction in Secondary Science Classrooms During Long-Term Professional Development
inferred← citeshttps://doi.org/10.1080/1046560x.2024.2449289openalex-snapshot
The Iterative Design of a Model-Based Inquiry Unit Planning Tool for Preservice Science Teachers
inferred← citeshttps://doi.org/10.1080/10476210.2018.1465035openalex-snapshot
Fostering teachers’ autonomous motivation during professional learning: a self-determination theory perspective
inferred← citeshttps://doi.org/10.1080/10508406.2016.1256809openalex-snapshot
Text-Based Argumentation With Multiple Sources: A Descriptive Study of Opportunity to Learn in Secondary English Language Arts, History, and Science
inferred← citeshttps://doi.org/10.1080/10508406.2017.1396220openalex-snapshot
What Can a Cognitive Coding Framework Reveal About the Effects of Professional Development on Classroom Teaching and Learning?
inferred← citeshttps://doi.org/10.1080/10508406.2025.2496362openalex-snapshot
Supporting teachers through curriculum-based professional learning: Shifting teachers’ instructional vision of science to empower student voice
inferred← citeshttps://doi.org/10.1080/10899995.2021.1878573openalex-snapshot
Profiles of readiness: Using a blended framework to explore what it takes for faculty to be ready to change instructional practice
inferred← citeshttps://doi.org/10.1080/10899995.2021.1986785openalex-snapshot
Using epistemic instructional activities to support secondary science teachers’ social construction of knowledge of anthropogenic climate change during a professional learning experience
inferred← citeshttps://doi.org/10.1080/1359866x.2017.1296930openalex-snapshot
Professional development for rural and remote teachers using video conferencing
inferred← citeshttps://doi.org/10.1080/13664530.2017.1363084openalex-snapshot
Bridging professional teacher knowledge for science and literary integration via design-based research
inferred← citeshttps://doi.org/10.1080/13664530.2021.1918232openalex-snapshot
Professional development for government teaching professionals: can it be realised through the balanced scorecard approach?
inferred← citeshttps://doi.org/10.1080/13664530.2022.2095007openalex-snapshot
Designing a research experience for teachers: applying features of effective professional development to a hybrid setting
inferred← citeshttps://doi.org/10.1080/14623943.2025.2494308openalex-snapshot
Teachers’ shifting metaphors of practice
inferred← citeshttps://doi.org/10.1080/15566382.2015.12033942openalex-snapshot
Supporting Practice: Understanding How Elementary School Counselors Use Data
inferred← citeshttps://doi.org/10.1080/19345747.2016.1147628openalex-snapshot
The Effect of an Analysis-of-Practice, Videocase-Based, Teacher Professional Development Program on Elementary Students' Science Achievement
inferred← citeshttps://doi.org/10.1080/19345747.2025.2470322openalex-snapshot
Structured Reporting Guidelines for Classroom Intervention Research
inferred← citeshttps://doi.org/10.1080/19415257.2014.939294openalex-snapshot
Engagement through microblogging: educator professional development via Twitter
inferred← citeshttps://doi.org/10.1080/19415257.2014.939692openalex-snapshot
Through the lens of teacher professional development components: the ‘Dialogic Video Cycle’ as an innovative program to foster classroom dialogue
inferred← citeshttps://doi.org/10.1080/19415257.2018.1430049openalex-snapshot
Establishing a positive learning atmosphere and conversation culture in the context of a video-based teacher learning community
inferred← citeshttps://doi.org/10.1080/19415257.2018.1561493openalex-snapshot
How professional development program features impact the knowledge of science teachers
inferred← citeshttps://doi.org/10.1080/19415257.2020.1752289openalex-snapshot
Effective characteristics of professional development programs for science and technology education
inferred← citeshttps://doi.org/10.1080/23735082.2020.1825777openalex-snapshot
Providing remote school-based professional support to teachers during school closures caused by the COVID-19 pandemic
inferred← citeshttps://doi.org/10.1086/716627openalex-snapshot
An Unexpected Journey
inferred← citeshttps://doi.org/10.1086/719410openalex-snapshot
Science Talk in Elementary Classrooms
inferred← citeshttps://doi.org/10.1086/724365openalex-snapshot
Opening the Black Box: Behavioral Responses of Teachers and Principals to Pay-for-Performance Incentive Programs
inferred← citeshttps://doi.org/10.1086/734340openalex-snapshot
Science Talk from the Start of School
inferred← citeshttps://doi.org/10.1088/1742-6596/2727/1/012004openalex-snapshot
Towards an Early Physics approach for secondary students
inferred← citeshttps://doi.org/10.1093/biosci/biab050openalex-snapshot
A Professional Development Framework for Higher Education Science Faculty that Improves Student Learning
inferred← citeshttps://doi.org/10.1103/physrevphyseducres.12.020136openalex-snapshot
Assessing the interactivity and prescriptiveness of faculty professional development workshops: The real-time professional development observation tool
inferred← citeshttps://doi.org/10.1103/physrevphyseducres.13.010107openalex-snapshot
Organizing physics teacher professional education around productive habit development: A way to meet reform challenges
inferred← citeshttps://doi.org/10.1103/physrevphyseducres.14.010133openalex-snapshot
Activation of a critical attitude in prospective teachers: From research investigations to guidelines for teacher education
inferred← citeshttps://doi.org/10.1108/978-1-64802-689-820251019openalex-snapshot
Empowering Science Teachers and Students to Engage in Inquiry-Based Learning
inferred← citeshttps://doi.org/10.1108/978-1-68123-106-820251015openalex-snapshot
“I Learned That Online”
inferred← citeshttps://doi.org/10.1108/ils-04-2020-0061openalex-snapshot
A social capital design for delivering online asynchronous professional development in a MOOC course for science teachers
inferred← citeshttps://doi.org/10.1108/jpcc-12-2017-0034openalex-snapshot
Teacher agency over curriculum and professional learning: lock-step
inferred← citeshttps://doi.org/10.1108/pdsp-07-2024-0009openalex-snapshot
Co-creating a mentor academy within a school–university partnership: continuity in effective mentoring of teacher candidates, novice teachers and beyond
inferred← citeshttps://doi.org/10.1109/fie.2014.7044360openalex-snapshot
CorePal: A standards-based content hub for STEM fields
inferred← citeshttps://doi.org/10.1109/icl.2013.6644567openalex-snapshot
Faculty professionalization through industry sponsored projects in Austrian VET colleges focused on chemistry
inferred← citeshttps://doi.org/10.1109/isecon.2015.7119919openalex-snapshot
Professional development for network science as a multi-disciplinary curriculum tool
inferred← citeshttps://doi.org/10.1109/iset61814.2024.00088openalex-snapshot
Exploring Pre-service Science Teachers’ Cognitive and Emotional Patterns in the Video-based Multimodal Analysis Integrated Collective Reflection: an Epistemic Network Analysis
inferred← citeshttps://doi.org/10.1111/bjep.12421openalex-snapshot
Integrating numerical cognition research and mathematics education to strengthen the teaching and learning of early number
inferred← citeshttps://doi.org/10.1111/ssm.12078openalex-snapshot
STEM Teachers' Planned and Enacted Attempts at Implementing Engineering Design‐Based Instruction
inferred← citeshttps://doi.org/10.1111/ssm.12145openalex-snapshot
Next Generation Science Standards: A National Mixed‐Methods Study on Teacher Readiness
inferred← citeshttps://doi.org/10.1111/ssm.12197openalex-snapshot
Multi‐Year Professional Development Grounded in Educative Curriculum Focused on Integrating Technology With Reformed Science Teaching Principles
inferred← citeshttps://doi.org/10.1111/ssm.12267openalex-snapshot
Beyond the professional development academy: Teachers' retention of discipline‐specific science content knowledge throughout a 3‐year mathematics and science partnership
inferred← citeshttps://doi.org/10.1111/ssm.70015openalex-snapshot
Identifying How District Science Coordinators Leverage Their Capital to Monitor and Promote Equity
inferred← citeshttps://doi.org/10.1119/perc.2019.pr.lindsayopenalex-snapshot
The association between sustained professional development and physics learning
inferred← citeshttps://doi.org/10.1126/sciadv.1600193openalex-snapshot
Improving undergraduate STEM education: The efficacy of discipline-based professional development
inferred← citeshttps://doi.org/10.1145/3017680.3017784openalex-snapshot
A Comparative Analysis of Online and Face-to-Face Professional Development Models for CS Education
inferred← citeshttps://doi.org/10.11591/ijere.v10i2.21035openalex-snapshot
Quality of mentoring of mentor teachers: Perspective of the trainee teachers
inferred← citeshttps://doi.org/10.1177/00131245251330282openalex-snapshot
A Study on the Impact of Professional Development of Urban Primary School’s Science Teachers on Interdisciplinary Teaching in China
inferred← citeshttps://doi.org/10.1177/0022487113511497openalex-snapshot
Beyond Comparisons of Online Versus Face-to-Face PD
inferred← citeshttps://doi.org/10.1177/0022487113518440openalex-snapshot
The Future of Professional Development Will Be Designed, Not Discovered
inferred← citeshttps://doi.org/10.1177/0022487117699598openalex-snapshot
Scaling Up Three-Dimensional Science Learning Through Teacher-Led Study Groups Across a State
inferred← citeshttps://doi.org/10.1177/0022487119894230openalex-snapshot
Teacher Mentoring in Service of Preservice Teachers’ Learning to Teach: Conceptual Bases, Characteristics, and Challenges for Teacher Education Reform
inferred← citeshttps://doi.org/10.1177/016146811812000602openalex-snapshot
Dividing by Zero: Exploring Null Results in a Mathematics Professional Development Program
inferred← citeshttps://doi.org/10.1177/016146812012201215openalex-snapshot
Effects of a Longitudinal School Development Program on Primary Teachers’ Attitudes toward Inquiry Teaching and Their Inquiry Teaching Practices
inferred← citeshttps://doi.org/10.1177/016146812112300708openalex-snapshot
Learning to Teach to Argue: Case Studies in Professional Learning in Evidence-Based Science Writing
inferred← citeshttps://doi.org/10.1177/1053451216659476openalex-snapshot
Self-Directed Learning to Improve Science Content Knowledge for Teachers
inferred← citeshttps://doi.org/10.1177/1073858419835447openalex-snapshot
Contributions of Neuroscience Knowledge to Teachers and Their Practice
inferred← citeshttps://doi.org/10.1177/1523422318814483openalex-snapshot
Developing Resilient K-12 STEM Teachers
inferred← citeshttps://doi.org/10.1177/2332858416674200openalex-snapshot
Essential Aspects of Science Teacher Professional Development
inferred← citeshttps://doi.org/10.1177/23328584251335302openalex-snapshot
A Meta-Analysis of the Experimental Evidence Linking Mathematics and Science Professional Development Interventions to Teacher Knowledge, Classroom Instruction, and Student Achievement
inferred← citeshttps://doi.org/10.1186/s40468-021-00140-7openalex-snapshot
Assessing Iranian EFL teachers’ educational performance based on gender and years of teaching experience
inferred← citeshttps://doi.org/10.1186/s40594-017-0086-zopenalex-snapshot
A framework for planning and facilitating video-based professional development
inferred← citeshttps://doi.org/10.1186/s40594-017-0087-yopenalex-snapshot
Designing, facilitating, and scaling-up video-based professional development: supporting complex forms of teaching in science and mathematics
inferred← citeshttps://doi.org/10.1186/s40594-017-0091-2openalex-snapshot
Design principles for effective video-based professional development
inferred← citeshttps://doi.org/10.1187/cbe.14-12-0222openalex-snapshot
Breaking the Cycle: Future Faculty Begin Teaching with Learner-Centered Strategies after Professional Development
inferred← citeshttps://doi.org/10.1187/cbe.18-02-0023openalex-snapshot
Getting Messy with Authentic Data: Exploring the Potential of Using Data from Scientific Research to Support Student Data Literacy
inferred← citeshttps://doi.org/10.1187/cbe.19-06-0114openalex-snapshot
Through the Eyes of Faculty: Using Personas as a Tool for Learner-Centered Professional Development
inferred← citeshttps://doi.org/10.1187/cbe.19-08-0164openalex-snapshot
The Impact of High School Life Science Teachers’ Subject Matter Knowledge and Knowledge of Student Misconceptions on Students’ Learning
inferred← citeshttps://doi.org/10.1187/cbe.21-02-0035openalex-snapshot
Connecting the Dots from Professional Development to Student Learning
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