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Understanding Inservice Science Teachers’ Needs for Professional Development
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Understanding Inservice Science Teachers’ Needs for Professional Development (2015)Understanding Inservice Science Teachers’…Next Generation Science Standards: For States, By States (2013)Next Generation Science Stand…Handbook of Research on Science Education (2013)Handbook of Research on Scien…Benchmarks for Science Literacy (2013)Benchmarks for Science Litera…Conceptualizing Teacher Professional Learning (2011)Conceptualizing Teacher Profe…Designing Professional Development for Teachers of Science and Mathematics (2010)Designing Professional Develo…What Makes Professional Development Effective? Strategies That Foster Curriculum Implementation (2007)What Makes Professional Devel…Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching (2006)Nature, Sources, and Developm…Professional Development and Teacher Learning: Mapping the Terrain (2004)Professional Development and …Factors Affecting Technology Uses in Schools: An Ecological Perspective (2003)Factors Affecting Technology …What Makes Professional Development Effective? Results From a National Sample of Teachers (2001)What Makes Professional Devel…Teacher and Classroom Context Effects on Student Achievement: Implications for Teacher Evaluation (1997)Teacher and Classroom Context…The making of a teacher: teacher knowledge and teacher education (1991)The making of a teacher: teac…Knowledge and Teaching:Foundations of the New Reform (1987)Knowledge and Teaching:Founda…Those Who Understand: Knowledge Growth in Teaching (1986)Those Who Understand: Knowled…The Discovery of Grounded Theory: Strategies for Qualitative Research. (1968)The Discovery of Grounded The…The Discovery of Grounded Theory; Strategies for Qualitative Research (1968)The Discovery of Grounded The…National Council of Teachers of Mathematics (1979)National Science Education Standards (1995)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)Effective Teacher Professional Development (2017)Judgment under Uncertainty (1982)Judgment Under Uncertainty: Heuristics and Biases. (1984)Handbook of research on teaching (1986)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)Theory Building From Cases: Opportunities And Challenges (2007)Purposeful Sampling for Qualitative Data Collection and Analysis in Mixed Method Implementation Research (2013)Sample Size in Qualitative Interview Studies (2015)The Discovery of Grounded Theory (2017)Situated Learning (1991)Situated Learning: Legitimate Peripheral Participation. (1994)Pygmalion in the classroom (1968)Human Characteristics and School Learning (1979)Stories of Experience and Narrative Inquiry (1990)1. Toward a Theory of Culturally Relevant Pedagogy (1995)Relationships of Knowledge and Practice: Teacher Learning in Communities (1999)The Work of Teaching and the Challenge for Teacher Education (2009)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)Understanding the science experiences of successful women of color: Science identity as an analytic lens (2007)Inquiry‐based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002 (2009)A conceptual framework for integrated STEM education (2016)How Many Interviews Are Enough? (2005)Seeking Qualitative Rigor in Inductive Research (2012)STEM integration in K-12 education : status, prospects, and an agenda for research (2014)STEM education K-12: perspectives on integration (2016)
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References

  • 1968The Discovery of Grounded Theory: Strategies for Qualitative Research.46,361 cited
  • 1968The Discovery of Grounded Theory; Strategies for Qualitative Research39,440 cited
  • 1986Those Who Understand: Knowledge Growth in Teaching18,524 cited
  • 1987Knowledge and Teaching:Foundations of the New Reform16,774 cited
  • 2013Next Generation Science Standards: For States, By States6,708 cited
  • 2001What Makes Professional Development Effective? Results From a National Sample of Teachers5,045 cited
  • 2013Handbook of Research on Science Education4,449 cited
  • 2004Professional Development and Teacher Learning: Mapping the Terrain4,206 cited
  • 2010Designing Professional Development for Teachers of Science and Mathematics2,532 cited
  • 1991The making of a teacher: teacher knowledge and teacher education2,283 cited
  • 2011Conceptualizing Teacher Professional Learning1,809 cited
  • 2013Benchmarks for Science Literacy1,702 cited
  • 2006Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching1,646 cited
  • 2007What Makes Professional Development Effective? Strategies That Foster Curriculum Implementation1,354 cited
  • 1997Teacher and Classroom Context Effects on Student Achievement: Implications for Teacher Evaluation

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1,037 cited
  • 2003Factors Affecting Technology Uses in Schools: An Ecological Perspective947 cited
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