Zobrazeno 1 - 10
of 18
pro vyhledávání: '"Sissy S. Wong"'
Autor:
Sissy S. Wong
Publikováno v:
Journal of Education in Science, Environment and Health, Vol 2, Iss 1, Pp 21-32 (2016)
Understanding teachers’ beliefs is important because beliefs influence teacher decisions. In science, teacher beliefs impacts how science curriculum is interpreted and implemented in the classroom. With the push for STEM education in the United Sta
Externí odkaz:
https://doaj.org/article/7d35d0b5165448468fbf15b3d16248d4
Publikováno v:
Journal of Research in Science Teaching. 59:1692-1725
Publikováno v:
The Journal of Educational Research. 115:37-50
Publikováno v:
Applied Developmental Science. 27:34-47
Publikováno v:
Equity in STEM Education Research ISBN: 9783031081491
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c044cee4ed63a7299a97f5b6ad780cb9
https://doi.org/10.1007/978-3-031-08150-7_4
https://doi.org/10.1007/978-3-031-08150-7_4
Autor:
Julie A. Luft, Sissy S. Wong
Publikováno v:
Journal of Science Teacher Education. 26:619-645
While many studies focus on why teachers leave the classroom, there remains a need to study why teachers persist in teaching. One area to study is the beliefs of teachers, which may impact persistence in the field. This 5-year mixed-methods study exp
Publikováno v:
Mevlana International Journal of Education. 4:96-112
Accepted: 01.02.2014 This study explored stereotypical images of scientists held by tenth-grade students at three different gender organized institutions. The three institutions included an all-male, an all-female, and a co-educational high school lo
Publikováno v:
School Science and Mathematics. 113:29-40
Early career science teachers are often assigned to classrooms with high numbers of English language learners (ELLs). For the underprepared early career science teacher, these circumstances are challenging. This study examines the changes in beliefs
Publikováno v:
Journal of Research in Science Teaching. 48:1199-1224
Those who study secondary science teachers are often concerned with preservice or in-service teacher development. Science teacher educators have acknowledged that this focus is limited, as the induction years of beginning teachers are an important co