Background/Context: Video-based professional learning (PL) models for math and science teachers have gained prominence over the past two decades (Borko, Koellner, Jacobs, & Seago, 2011; Sherin, 2003), with demonstrated impacts on teacher and student outcomes (Sun & van Es, 2015; Kersting, Givvin, Sotelo, & Stigler, 2010; Kersting,…

This study aimed to explore the relationship between science teachers' pedagogical content knowledge (PCK) of argumentation, epistemological beliefs, and classroom practices. Participants were three urban science teachers who were selected among 12 teachers from a professional development (PD) program focusing on Argument-Driven Inquiry (ADI)…

This national study of 1858 teachers participating in professional development(PD) summer programs in the United States encompasses a wide range of science subjects and grades. It was conducted to identify program features associated with increases in two types of teacher knowledge that are goals for most professional development programs: teacher…

Policymakers and the public are increasingly asking educators to approach instruction from a STEM perspective, integrating science, technology, engineering, and mathematics to prepare students for future careers. At the same time, administrators are directing teachers to make learning more communal and student-driven, emulating the workforce…

This article presents an in-depth study supporting the Scientist in the Classroom Partnership (SCP) program as a model of effective professional development (PD) for K-12 teachers. The goal of this study was to determine the core and structural features of the SCP program necessary for effective teacher PD. The SCP partners a classroom teacher…

The Teacher Academy in the Natural Sciences (TANS) provided middle school (U.S. Grades 6-8) teachers (N = 81) with intensive professional development in chemistry, geosciences, and physics through 13 days of face-to-face instruction that was extended with 2 online science modules per discipline. Because we administered online module assessments…

Teachers are professional learners and leaders. They seek to understand how their students learn, and they participate in programs that provide new instructional skills, curricular materials, and ways to become involved in their community. This study follows a science teacher leadership program over a three-year period of time. There were…

Using the P21 21st Century Learner Skills Framework, this study set out to explore how professional development for math and science teachers influenced their lessons in 21st Century Learning Skills and how these skills may have aided in the integration of STEM. Using surveys, interviews and observations as the data source, the study examined…

The Enrichment Experiences in Engineering (E[superscript 3] ) summer teacher program is hosted by the Dwight Look College of Engineering at Texas A&M University and is designed to provide engineering research experiences for Texas high school science and mathematics teachers. The mission of the E[superscript 3] program is to educate and excite…

The Quality Elementary Science Teaching (QuEST) program is designed to deliver high-quality professional development (PD) in science content to elementary school teachers. QuEST includes both content and pedagogical instruction combined with a controlled teaching experience situated within a larger professional development context. The design of…

Although researchers have explored the impact of instructional coaching and named possible elements believed essential to effective coaching, there has yet to emerge from the literature a coherent model of those essential elements ("active ingredients"). This qualitative study sought to identify those elements through a systematic…

The impact of a professional development experience involving scientists and fourth to eighth grade teachers of science was explored. Teachers attended a summer program at a research facility where they had various experiences such as job shadowing and interviewing scientists. They also participated in authentic inquiry investigations and planned…

The literature on professional development is replete with studies that utilize survey, interview, and classroom observation data, primarily collected post professional development experience, to explore teachers' knowledge, beliefs, and actions; however, we lack a clear understanding of teachers' learning process and reflections during the…

Although results showing coaching effectiveness are accumulating, coaching is often included with other forms of Professional Development (PD) support including teacher in-service (Powell, Diamond, Burchinal, & Koehler, 2010; Kretlow et al., 2011), access to an annotated video library (Allen et al., 2011), and access to ongoing learning…

The purpose of this study was to assess the impact of the Pathways to STEM Initiative (PSI) on students and science teachers and to describe the level of PSI implementation. One group of middle schools participated in PSI, which included project-based science, technology, engineering, and math (STEM) coursework; extra-curricular STEM opportunities…