Mathematics and Science Teacher Training Program Improves Inquiry Practices for Teachers

Autor/inn/en	Cribbs, Jennifer D.; Day, Martha; Duffin, Lisa; Cowley, Kimberly
Titel	Mathematics and Science Teacher Training Program Improves Inquiry Practices for Teachers
Quelle	In: School Science and Mathematics, 120 (2020) 8, S.443-455 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12437
Schlagwörter	Mathematics Teachers; Science Teachers; Teacher Education Programs; Teacher Certification; Program Effectiveness; Teacher Improvement; Inquiry; Active Learning + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Aktives Lernen
Abstract	With the call for increasing the level of inquiry-based instruction in mathematics and science classrooms, it is imperative for teacher education programs to prepare teachers with these skills. This study draws from classroom observation data to determine the influence a unique teacher certification program has on key aspects of teacher practice using a series of Kruskal-Wallis and Wilcoxon Rank Sum tests. Findings indicate that teachers participating in the program have a statistically significant level of growth in their use of inquiry practices related to Classroom Culture. In addition, by the fourth semester of their involvement in the program, participating teachers employ higher levels of inquiry instruction than a comparison group of teachers for almost every factor assessed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01