Exploring the Relationship Between Teaching Efficacy and Cultural Efficacy of Novice Science Teachers in High‐Needs Schools

This qualitative case study sought to investigate what relationship exists between teaching efficacy and cultural efficacy of novice science teachers in high‐needs, high‐minority urban schools. One major theme—the importance of establishing positive teacher–student relationships—surrounding teaching efficacy in the context of cultural efficacy emerged. The data sources included: (a) teachers' responses to a focus group interview conducted at the end of their first year, (b) written reports and documentation from university‐based field supervisors' observations during the teachers' first year, and (c) teachers' self‐reported responses on the Science Teaching Efficacy Belief Instrument designed to measure science teaching efficacy. Final analysis of the data reflects a strong relationship between teaching efficacy and practice within the context of culture. The results of this study also indicated an existing relationship between teaching efficacy and cultural efficacy through cultural connections with students. Encouraging the development of teacher efficacy in the context of cultural efficacy becomes important at all levels of teacher preparation, especially to ensure the retention of high‐quality science teachers in high‐needs schools.     

Student and Teacher Perspectives Across Mathematics and Science Classrooms: The Importance of Engaging Contexts

Substantial recent focus has been placed upon the competitiveness of American students in increasingly global economies and entrepreneurial enterprises. As concerns center on students’ educational preparedness and their efforts at continued learning, researchers acknowledge the importance of student engagement with school. In order to foster engaged learners, teachers must be able to determine and monitor their students’ levels of engagement. The current study examined the alignment of perceptions of engagement by students, teachers, and outside observers across middle and high school mathematics and science classrooms. Results indicated significant teacher‐student differences in perceptions of student cognitive engagement across mathematics and science classrooms with teachers consistently perceiving higher levels than students. Moreover, most effect sizes were moderate to large. A subsequent multi‐level analysis indicated that while teacher perceptions of student cognitive engagement were somewhat predictive of student reported cognitive engagement, academic engagement ratings by outside observers were not.     

Rural teacher leadership in science and mathematics

This study adds to our understanding of science and mathematics teacher leadership in rural schools. Through In Vivo and Concept coding of teacher interviews, we investigated 20 secondary science and mathematics teachers' perceptions of rural teacher leadership during their participation in a three-year professional development program. As the teachers developed as teacher leaders, they broadened their focus from improving their own students' learning to sharing new knowledge learned through the program with other teachers both informally and formally. We compared our program components to the Teacher Leader Model Standards and added an emphasis on the importance of disciplinary content knowledge. We also identified patterns in science and mathematics teacher leadership that are contextually connected to teachers' instruction in rural high poverty schools. Rural teacher leadership included the importance of building strong teacher–student relationships, providing new academic opportunities for students, encouraging students' success, and building community connections.     

Implementing Coteaching and Cogenerative Dialoguing in Urban Science Education

Over the past 7 years the authors have been involved in the development of a new model for the education of science teachers that has the potential to address teacher education in challenging urban settings characterized by problems such as teacher turnover and retention, low job satisfaction, and contradictions arising from cultural and ethnic diversity. An intensive research program accompanied the development effort; the research results were used as resources in redesigning the evolving model to make it more appropriate for the situations at hand. The science teacher education program at an urban university was built around a yearlong field experience, during which all prospective teachers learned to teach in an urban high school while coteaching, that is, while teaching at the elbow of a mentor teacher or one or more peers. Over this period, a number of different configurations of coteaching and the associated cogenerative dialoguing were tried, tested, and investigated. The paper describes the historical development of the different configurations of the model and the emergent contradictions that led the researchers to enact changes to their approach. The central idea in the development effort was the creation of an environment that (a) best affords the learning of how to teach in urban high schools, (b) decreases teacher isolation, (c) mitigates turnover and retention, and (d) addresses contradictions arising from the cultural and ethnic diversity of students and teachers. Most importantly, this model of teacher education and enhancement simultaneously multiplies the resources and opportunities to support the learning of students.     

Student Interest in Engineering Design‐Based Science

Current reform efforts in science education around the world call on teachers to use integrated approaches to teach science. As a part of such reform efforts in the United States, engineering practices and engineering design have been identified in K–12 science education standards. However, there is relatively little is known about effective ways of teaching science through engineering design. The study explores the approaches or strategies used by a sixth grade science teacher to teach science and engineering in an integrative manner. Classroom observations, teacher interview, and student surveys were used to study the features of engineering integration implemented by the teacher and the changes in student interest in science and engineering by participating in an engineering design‐based science unit. Findings suggest that the teacher explicitly included practices and core ideas from engineering and science; used an engaging, motivating engineering challenge; and provided students with opportunities to be autonomous. Students engaged in the activities in the engineering unit and their interest level slightly increased. The results suggest that the three strategies that the teacher used to teach engineering and science are important foundations of integrated science and engineering education.     

Analysis of Environmental and General Science Teaching Efficacy Among Instructors with Contrasting Class Ethnicity Distributions: A Four‐Dimensional Assessment

The context and nature of teacher efficacy beliefs provide a method upon which to explore science teachers' perceptions of their teaching effectiveness and student achievement as a function of ethnicity. Promotion of a more in‐depth knowledge of science teaching efficacy requires cross‐sectional and longitudinal investigations. In this study, a bi‐disciplinary four‐dimensional assessment is utilized to measure personal teacher efficacy, outcome expectancy, classroom management (CM), and student engagement (SE). Major findings from this study conclude that science teaching efficacy was markedly lower for science teachers with high minority class ethnicity distribution (CED) when compared with efficacy levels of teachers with high nonminority CED. Additionally, when examining efficacy dimensions separately, markedly lower mean efficacy dimension responses were consistent for teachers with high minority CED; however, only CM and SE were considered statistically different. Results were consistent for both the environmental and general science disciplines.     

Inventing Creativity: An Exploration of the Pedagogy of Ingenuity in Science Classrooms

Concerns with the ability of U.S. classrooms to develop learners who will become the next generation of innovators, particularly given the present climate of standardized testing, warrants a closer look at creativity in science classrooms. The present study explored these concerns associated with teachers' classroom practice by addressing the following research question: What pedagogical factors, and related teacher conceptions, are potentially related to the demonstration of creativity among science students? Seventeen middle‐level, high school, and introductory‐level college science teachers from a variety of school contexts participated in the study. A questionnaire developed for this study, interviews, and classroom observations were used in order to explore potential areas of relatedness between pedagogical factors and manifestations of student creativity in science. Five categories ultimately emerged and described potential areas in which teachers would have to explicitly plan for creativity. These areas could inform the pedagogical considerations that teachers would have to make within their lesson plans and activities in order to support its manifestation among students. These provide a starting point for science teachers and science teacher educators to consider how to develop supportive environments for student creative thinking.     

Increasing Student Access to Qualified Science and Mathematics Teachers Through an Urban School‐University Partnership

Urban schools across the United States face a pervasive problem in their science and mathematics programs — a disproportionate number of the teachers in these classrooms are not certified, thus making them underqualified to teach these subject areas. Furthermore, urban schools deal with teacher shortages and attrition in these critical areas. The situation was found to be particularly severe in the Detroit Public School District. In response, Wayne State University and Detroit Public Schools embarked on a school‐university partnership program to prepare teachers in science and mathematics through an alternative pathway to teacher certification program. This partnership program has proven to be successful in recruiting, preparing, and retaining a significant number of qualified minority science and mathematics teachers to serve the students in Detroit schools.     

The Cumulative and Residual Impact of a Systemic Reform Program on Teacher Change and Student Learning of Science

This longitudinal, five‐year study of teachers and students who had participated in a systemic reform program in science explored if (1) teacher change in practice realized during a three‐year program is sustained one, two, and three years following the program, (2) student performance on state science assessments two years following studying with teachers at this school still demonstrated significant differences from students who attended the control school, and (3) student performance continued to be enhanced for both White and Minority students. Student achievement was assessed using the Discovery Inquiry Test in Science during sixth through eighth grades and the Ohio Graduation Test was used in 10th grade. The same students completed the test in grades 6–8 and 10th grade. Students from the Program school significantly outperformed students who attended the control school on the 10th grade state assessment in science. Findings in this study revealed the ability for sustained, whole‐school, professional development programs to have a cumulative and residual impact on teacher change and student learning of science.     

Capitalizing on Emerging Technologies: A Case Study of Classroom Blogging

The challenge many teachers face is how to incorporate new technology into their classrooms that strengthens classroom learning by capitalizing on students’ media literacies. Blogs, a new and innovative technological tool, can be used in math and science classrooms to support student learning by capitalizing on students’ interests and familiarity with on‐line communication. This study explores the emerging blogging practices of one high school mathematics teacher and his class to explore issues of intent, use, and perceived value. Data sources for this case included one year's worth of blog content, an interview with the facilitating teacher, and students ‘perceptions of classroom blogging practices. Findings indicate that (1) teachers’ intentions focused on creating additional forms of participation as well as increasing student exposure time with content; (2) blogs were used in a wide variety of ways that likely afforded particular benefits; and (3) both teacher and students perceived the greater investment to be worthwhile. The findings are used to critically consider claims made in the literature about the potential of blogging to effectively support classroom learning.     

Making mathematics and science integration happen: key aspects of practice

The integration of mathematics and science teaching and learning facilitates student learning, engagement, motivation, problem-solving, criticality and real-life application. However, the actual implementation of an integrative approach to the teaching and learning of both subjects at classroom level, with in-service teachers working collaboratively, at second-level education, is under-researched due to the complexities of school-based research. This study reports on a year-long case study on the implementation of an integrated unit of learning on distance, speed and time, within three second-level schools in Ireland. This study employed a qualitative approach and examined the key aspects of practice that impact on the integration of mathematics and science teaching and learning. We argue that teacher perspective, teacher knowledge of the ‘other subject’ and of technological pedagogical content knowledge (TPACK), and teacher collaboration and support all impact on the implementation of an integrative approach to mathematics and science education.     

Characterization of curriculum materials to support NGSS-aligned engineering instruction in chemistry teaching

Curriculum materials can play a major role in shaping teachers’ thinking about instruction and content as well as serve as a support for teachers’ learning. With the inclusion of engineering in NGSS, many teachers may be turning to existing curriculum materials to help them infuse engineering into their science classroom, especially when they do not have the time or opportunity for professional development sessions. In this study, we identified a sample of curriculum materials freely available online to chemistry teachers trying to incorporate engineering in the topics of stoichiometry and/or energy, common topics in secondary chemistry curricula. Using qualitative coding methods, we examined what this sample had to offer the chemistry teachers in the way of developing their understanding of engineering and teaching it. Our findings indicate that within our sample there are limited existing curriculum materials to support teachers’ engineering incorporation into secondary chemistry, and the support for teachers varied in terms of content and usefulness across the materials. The materials provided procedural information for activities but lacked in supports for teacher learning and student development beyond the procedure. Implications for the enactment of NGSS in secondary science along with needs for curriculum development and teacher learning are discussed.     

Science Talk: Preservice Teachers Facilitating Science Learning in Diverse Afterschool Environments

The purpose of this study was to assess the impact a community‐based service learning program might have on preservice teachers' science instruction during student teaching. Designed to promote science inquiry, preservice teachers learned how to offer students more opportunities to develop their own ways of thinking through utilization of an afterschool science program that provided them extended opportunities to practice their science teaching skills. Three preservice teachers were followed to examine and evaluate the transfer of this experience to their student teaching classroom. Investigation methods included field observations and semi‐structured, individual interviews. Findings indicate that preservice teachers expanded their ideas of science inquiry instruction to include multiple modes of formative assessment, while also struggling with the desire to give students the correct answer. While the participants' experiences are few in number, the potential of afterschool teaching experience serving as an effective learning experience in preservice teacher preparation is significant. With the constraints of high‐stakes testing, community‐based service learning teaching opportunities for elementary and middle‐school preservice teachers can support both the development and refinement of inquiry instruction skills.     

Science Teacher Efficacy and Outcome Expectancy as Predictors of Students' End‐of‐Instruction (EOI) Biology I Test Scores

The purpose of this study was to compare teacher efficacy beliefs of secondary Biology I teachers whose students' mean scores on the statewide End‐of‐Instruction (EOI) Biology I test met or exceeded the state academic proficiency level (Proficient Group) to teacher efficacy beliefs of secondary Biology I teachers whose students' mean scores on the EOI Biology I test fell below the state academic proficiency level (Non‐proficient Group). The mean difference on the Personal Science Teaching Efficacy (PSTE) subscale scores between the two groups was not statistically significant. This indicates that personal science teaching efficacy was not statistically related to how a teacher s students scored on the EOI Biology I test. The mean difference on the Science Teaching Outcome Expectancy (STOE) subscale scores demonstrated a statistically significant difference between the science teaching outcome expectancy of the Non‐proficient Group and Proficient Group teachers. Proficient Group teachers had significantly higher STOE scores than teachers Non‐proficient Group teachers. This finding suggests that End‐of‐Instruction Biology I test scores were related to the expectations that a teacher held for his/her students to learn biology regardless of student home environment, availability of classroom materials, or student motivation.     

The Advantages of an STS Approach Over a Typical Textbook Dominated Approach in Middle School Science

Two sections of middle school science were taught by two longtime teachers where one used an STS approach and the other followed the more typical textbook approach closely. Pre‐ and post assessments were administered to one section of students for each teacher. The testing focused on student concept mastery, general science achievement, concept applications, use of concepts in new situations, and attitudes toward science. Videotapes of classroom actions were recorded and analyzed to determine the level of the use of STS teaching strategies in the two sections. Information was also be collected that gave evidence of and noted changes in student creativity and the continuation of student learning and the use of it beyond the classroom. Major findings indicate that students experiencing the STS format where constructivist teaching practices were used to (a) learn basic concepts as well as students who studied them directly from the textbook, (b) achieve as much in terms of general concept mastery as students who studied almost exclusively by using a textbook closely, (c) apply science concepts in new situations better than students who studied science in a more traditional way, (d) develop more positive attitudes about science, (e) exhibit creativity skills more often and more uniquely, and (f) learn and use science at home and in the community more than did students in the textbook dominated classroom.     

Problem Posing: A Neglected Component in Mathematics Courses for Prospective Elementary and Middle School Teachers

The purpose of this article is to describe a scheme which is designed to guide the prospective teacher beyond the point of proficiency as a student solving given problems. By experiencing several stages of inquiry, the scheme provides a mechanism where by the prospective teacher advances toward assuming the role of a teacher posing his or her own problems. Although the scheme has been developed within the context of a standard mathematics course for preservice teachers, the ideas set forth are equally appropriate for incorporation within a science course for prospective teachers.     

Building Teacher‐Scientist Partnerships: Teaching About Energy Through Inquiry

This study evaluated the effectiveness of teacher‐scientist partnerships for increasing the use. of inquiry in precollege classrooms. It assessed the influence of the Teaching About Energy Through Inquiry Institutes for middle and high school teachers and energy scientists on participants' attitudes about science and science education, use of inquiry instructional techniques, and student attitudes about their classroom environments. Participant surveys, institute and classroom observations, lesson plans, and interviews indicated increased appreciation for inquiry, greater confidence in teaching using inquiry, and greater use of inquiry in the classroom. Student surveys and classroom observations pointed to higher levels of student satisfaction and less friction among classmates during inquiry‐based investigations implemented after the institutes. Moreover, scientist partners reported increased familiarity with principles of science education and best teaching practice, which are essential skills and knowledge for disseminating results of scientific research to nonscientific audiences, as well as their own students. These results suggest that collaborations between teachers and research scientists can positively affect the environment for learning science in precollege and college classes. Successful collaborations are most likely to occur when equal status for teachers and scientists in the partnership is stressed and partners have the opportunity to explore inquiry‐based curricula together.     

Multi‐Year Professional Development Grounded in Educative Curriculum Focused on Integrating Technology With Reformed Science Teaching Principles

Visions of science teaching and learning in the newest U.S. standards documents are dramatically different than those found in most classrooms. This research addresses these differences through closely examining one professional development (PD) project that connects teacher learning and teacher practice with student learning/achievement. This study examines the effects on eighth grade science teachers and their students in the context of a PD focused on the integration of information communication technologies and reformed science teaching practices. Findings from this investigation suggest that teachers who participated in PD for two years learned more about technology, improved their practice, and their students’ achievement was significantly higher compared to teachers who participated in one year of the PD or non‐participating peers. Science educators face multiple challenges as they attempt to deliver instruction in fundamentally different ways than what they experienced as learners. The delivery of this professional learning suggest that PD for science teachers should include educative learning experiences if understandings of reforms supported by research are to be realized.     

Cross‐Cultural Issues Arising for Four Science Teachers During Their International Migration to Teach in U.S. High Schools

U.S. schools have experienced a perennial shortage of teachers. Recently, many school districts have been inviting foreign veteran teachers to help mitigate such teacher shortages. This study describes the initial cross‐cultural issues four international science teachers encountered when they immigrated to teach in U.S. high schools. In‐depth, semistructured interviews of four science teachers (from Ghana, Britain, and Germany) produced the main source of data. The international teachers faced a variety of support system problems, which were not directly classroom related, but nevertheless had an impact on their instructional effectiveness. They also faced teaching‐related issues, including differences in school organization and structure, assessment and philosophical beliefs, communication, textbooks, teaching methods, and teacher‐student relations. They all expressed a need to become active learners in order to function effectively in their new teaching contexts. The implications are discussed based on the findings.     

Turkish Preservice Primary School Teachers' Science Teaching Efficacy Beliefs and Attitudes Toward Science: The Effect of a Primary Teacher Education Program

The main purpose of this study was to investigate the effectiveness of a primary teacher education program in improving science teaching efficacy beliefs (personal science teaching efficacy beliefs and outcome expectancy beliefs) of preservice primary school teachers. The study also investigated whether the program has an effect on student teachers' attitudes toward science. Data were collected by administering the “Science Teaching Efficacy Beliefs Instrument” and “Attitudes toward Science Scale” to 282 preservice primary teachers (147 freshmen, 135 seniors). Statistical techniques such as means and t‐test were used to analyze the data. Results of the study showed that the primary teacher education program has a medium positive effect on science teaching efficacy beliefs of the primary preservice teachers (t = 4.791, p = .000) and that there were no gender differences in terms of efficacy beliefs. Results also indicated that preservice primary teachers' attitudes toward science were moderately positive and differ by class level. Fourth‐year preservice teachers' attitudes toward science were found to be significantly more positive than the first years (t = 5.494, p = .000). There were no gender differences in attitudes toward science.