This paper offers a critique of existing models of continuing professional development (CPD)
courses for science teachers in the light of recent thinking about the nature of the subject (in …

This study investigated teachers' motivation, expectations, and changes to teaching
practices due to a 6 week summer professional development program involvement …

Central to science education reform efforts in secondary schools for nearly a half century has
been a focus on the content and concepts to be taught, on how teachers should teach, and …

This study took place within a four year systemic reform effort collaboratively undertaken by
the Science Education Center at the University of Iowa and a local school district. Key …

Setting This study began at a six week Summer Institute for K-3 teachers offered as a part of
a National Science Foundation (NSF) Statewide Systemic Initiative (SSI) grant during the …

This study explored primarily the elementary teachers' motivations and expectations for
engagement in a science professional development. Participants (N= 20) were elementary …

Views on the nature and relevance of science education have changed significantly over
recent decades. This has serious implications for the way in which science is taught in …

Professional development for educators has been defined as the process or processes by
which teachers achieve higher levels of professional competence and expand their …

This study took place within the context of a four-year local systemic reform effort
collaboratively undertaken by the Science Education Center at the University of Iowa and …

Science: Parents, Activities and Literature (Science PALs) was a four-year systemic reform
effort collaboratively undertaken by the Science Education Center at the University of Iowa …