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Bridging the Gap: Supporting Beginning Science Teachers
16 references·1 citing·39 second hop
Bridging the Gap: Supporting Beginning Science Teachers (2002)Bridging the Gap: Supporting Beginning Sc…Educational Leadership (2017)Educational LeadershipDesigning Professional Development for Teachers of Science and Mathematics (2010)Designing Professional Develo…Changing inquiry practices and beliefs: The impact of an inquiry-based professional development programme on beginning and experienced secondary science teachers (2001)Changing inquiry practices an…Teacher quality : a report on the preparation and qualifications of public school teachers (1999)Teacher quality : a report on…Educational Leadership (1999)Educational LeadershipBeginning Teachers: Beliefs and Classroom Actions (1999)Beginning Teachers: Beliefs a…Teacher Learning That Supports Student Learning. (1998)Teacher Learning That Support…The Quiet Revolution: Rethinking Teacher Development. (1996)The Quiet Revolution: Rethink…Reflective Teaching: An Introduction (1996)Reflective Teaching: An Intro…National Science Education Standards (1995)National Science Education St…Professional Growth Among Preservice and Beginning Teachers (1992)Professional Growth Among Pre…Handbook of research on teacher education (1990)Handbook of research on teach…Tomorrow's Teachers (1987)Tomorrow's TeachersThose Who Understand: Knowledge Growth in Teaching (1986)Those Who Understand: Knowled…Perceived Problems of Beginning Teachers (1984)Perceived Problems of Beginni…The review of educational research. (1931)The review of educational res…“I Won't Last Three Weeks”: Preservice Science Teachers Reflect on Their Student-Teaching Experiences (2006)“I Won't Last Three Weeks”: P…The reflective practitioner: How professionals think in action (1984)The Reflective Practitioner: How Professionals Think in Action (1985)Educating the reflective practitioner (1987)Parent Involvement, Cultural Capital, and the Achievement Gap Among Elementary School Children (2006)Teacher Recruitment and Retention: A Review of the Recent Empirical Literature (2006)9: Integrating Findings: The Meta-Analysis of Research (1977)Motivation and personality (1993)What Are the Effects of Induction and Mentoring on Beginning Teacher Turnover? (2004)Changes in teacher efficacy during the early years of teaching: A comparison of four measures (2005)Contexts which shape and reshape new teachers’ identities: A multi-perspective study (2005)Toward A Psychology of Situations (2013)Handbook of research on teaching (1986)Stories of Experience and Narrative Inquiry (1990)Reflection in teacher education: Towards definition and implementation (1995)A Critical Analysis of the Research on Learning to Teach: Making the Case for an Ecological Perspective on Inquiry (1998)Teacher beliefs and technology integration practices: A critical relationship (2012)Judgment under Uncertainty (1982)Judgment Under Uncertainty: Heuristics and Biases. (1984)Knowledge and Teaching:Foundations of the New Reform (1987)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Sticks, Stones, and Ideology: The Discourse of Reform in Teacher Education (2001)Mentored Learning to Teach According to Standards-Based Reform: A Critical Review (2002)Effects of Teacher Induction on Beginning Teachers' Teaching (2008)Effects of Professional Development on Teachers’ Instruction: Results from a Three-year Longitudinal Study (2002)The laboratory in science education: Foundations for the twenty‐first century (2003)Conceptualizing Teacher Professional Learning (2011)Developing Cultural Critical Consciousness and Self-Reflection in Preservice Teacher Education (2003)Deconstructing Deficit Thinking (2004)Culturally Relevant Pedagogy 2.0: a.k.a. the Remix (2014)What Makes Professional Development Effective? Results From a National Sample of Teachers (2001)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)The National Science Education Standards (2013)Dropouts and turnover: The synthesis and test of a causal model of student attrition (1980)Problems of Reliability and Validity in Ethnographic Research (1982)The Common Ingroup Identity Model: Recategorization and the Reduction of Intergroup Bias (1993)What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning? (2000)Constructing 21st-Century Teacher Education (2006)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)
this work references cited by second hop

References

  • 1986Those Who Understand: Knowledge Growth in Teaching18,524 cited
  • 1995National Science Education Standards7,888 cited
  • 1990Handbook of research on teacher education3,748 cited
  • 1984Perceived Problems of Beginning Teachers2,629 cited
  • 2010Designing Professional Development for Teachers of Science and Mathematics2,532 cited
  • 1999Educational Leadership2,360 cited
  • 1992Professional Growth Among Preservice and Beginning Teachers1,960 cited
  • 1931The review of educational research.1,562 cited
  • 1996Reflective Teaching: An Introduction1,451 cited
  • 1998Teacher Learning That Supports Student Learning.732 cited
  • 1987Tomorrow's Teachers546 cited
  • 1999Teacher quality : a report on the preparation and qualifications of public school teachers439 cited
  • 1996The Quiet Revolution: Rethinking Teacher Development.393 cited
  • 1999Beginning Teachers: Beliefs and Classroom Actions387 cited
  • 2001Changing inquiry practices and beliefs: The impact of an inquiry-based professional development programme on beginning and experienced secondary science teachers323 cited
  • 2017

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Educational Leadership
319 cited

Cited by

  • 2006“I Won't Last Three Weeks”: Preservice Science Teachers Reflect on Their Student-Teaching Experiences56 cited