Professional Development Strategically Connecting Mathematics and Science: The Impact on Teachers' Confidence and Practice

School Science and Mathematics

Volumn 114, Issue 3, 2014, Pages 102-113

  Baxter, Juliet A ^a   Ruzicka, Angie ^b   Beghetto, Ronald A ^a   Livelybrooks, Dean ^a  

^a UNIVERSITY OF OREGON   (United States)

^b Eugene School District 4 J   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85013443318     PISSN: 00366803     EISSN: 19498594     Source Type: Journal    
DOI: 10.1111/ssm.12060     Document Type: Article

References (58)

1. American Association for the Advancement of Science (1993). Benchmarks for science literacy. New York: Oxford University Press.
2. Atwood, R. K. (2010). In-service elementary teachers' understanding of magnetism concepts before and after non-traditional instruction. Science Educator, 19(1), 64–76.
3. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman & Co.
4. Baxter, J., Ruzicka, A., & Blackwell, S. (2012). Inquiry takes time: A year of investigations in a third grade classroom. Science and Children, 50(1), 42–47.
5. Bell, R., & Lederman, N. (2003). Understandings of the nature of science and decision making on science and technology based issues. Science Education, 87, 352–377.
6. Berlin, D., & Lee, H. (2005). Integrating science and mathematics education: Historical analysis. School Science and Mathematics, 105(1), 15–25.
7. Berlin, D. F., & White, A. L. (2010). Preservice mathematics and science teachers in an integrated teacher preparation program for grades 7–12: A 3-year study of attitudes and perceptions related to integration. International Journal of Science and Mathematics Education, 8, 97–115.
8. Bosse, M., Lee, T., Swinson, M., & Faulconer, J. (2010). The NCTM process standards and the five Es of science: Connecting math and science. School Science and Mathematics, 110(5), 262–277.
9. Brown, L. (1992). The influence of teachers on children's image of mathematics. For the Learning of Mathematics, 12(2), 29–33.
10. Brown, M. A., & Gray, M. W. (1992). Mathematics test, numerical, and abstraction anxieties and their relation to elementary teachers' views on preparing students for the study of algebra. School Science and Mathematics, 92(2), 69–73.
11. Burstein, L., McDonnell, L. M., Van Winkle, J., Ormseth, T., Mirocha, J., & Guitton, G. (1995). Validating national curriculum indicators. Santa Monica, CA: RAND.
12. Bybee, R., Ferrini-Mundy, J., & Loucks-Horsley, S. (1997). National standards and school science and mathematics. School Science and Mathematics, 97(6), 325–335.
13. Carpenter, T. P., Franke, M. L., Jacobs, V. R., Fennema, E., & Empson, S. B. (1997). A longitudinal study of invention and understanding in children's multidigit addition and subtraction. Journal for Research in Mathematics Education, 29(1), 3–20.
14. Cobb, P., & McClain, K. (2002). Supporting students' learning of significant mathematical ideas. In G. Wells & G. Claxton (Eds.), Learning for life in the 21st century: Sociocultural perspectives of the future of education (pp. 154–166). New York: Cambridge Press.
15. Common Core State Standards Initiative (2010). Common core state standards for mathematics. Retrieved from www.corestandards.org
16. Czerniak, C., Weber, W. B., Sandman, A., & Ahern, J. (1999). A literature review of science and mathematics integration. School Science and Mathematics, 99(8), 421–430.
17. Darling-Hammond, L., & Richardson, N. (2009). Teacher learning: What matters? Educational Leadership, 66(5), 46–53.
18. Davison, D. M., & Miller, K. W. (1995). What does integration of science and mathematics really mean? School Science and Mathematics, 95(5), 226–231.
19. Druva, C. A., & Anderson, R. D. (1983). Science teacher characteristics by teacher behavioral and student outcome: A meta-analysis. Journal of Research in Science Teaching, 20, 745–754.
20. Duschl, R., Schweingruber, H., & Shouse, A. (2007). Taking science to school: Learning and teaching science in grades K-8. Washington, DC: National Research Council.
21. Enochs, L. G., Scharmann, L. C., & Riggs, I. M. (1995). The relationship of pupil control to preservice elementary science teacher self-efficacy and outcome expectancy. Science Education, 79, 63–75.
22. Forman, E. A., McCormick, D., & Donato, R. (1998). Learning what counts as a mathematical explanation. Linguistics and Education, 9(4), 313–339.
23. Frykholm, J., & Glasson, G. (2005). Connecting science and mathematics instruction: Pedagogical context knowledge for teachers. School Science and Mathematics, 105(3), 127–141.
24. Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945.
25. Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.
26. Hart, L. (2002). Preservice teachers' beliefs and practice after participating in an integrated content/methods course. School Science and Mathematics, 102(1), 4–14.
27. Huntley, M. A. (1998). Design and implementation of a framework for defining integrated mathematics and science education. School Science and Mathematics, 98, 320–327.
28. Hurley, M. M. (2001). Reviewing integrated science and mathematics: The search for evidence and definitions from new perspectives. School Science and Mathematics, 101, 259–268.
29. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
30. Lederman, N., & Niess, M. (1997). Integrated, interdisciplinary, or thematic instruction? Is this a question or is it questionable semantics? School Science and Mathematics, 97, 57–58.
31. Lonning, R. A., & Defranco, T. C. (1997). Integration of science and mathematics: A theoretical model. School Science and Mathematics, 97(4), 212–216.
32. Loucks-Horsley, S., Love, N., Stiles, K. E., Mundry, S., & Hewson, P. W. (2003). Designing professional development for teachers of science and mathematics, Second edition. Thousand Oaks, CA: Corwin.
33. Luera, G. R., Moyer, R. H., & Everett, S. A. (2005). What type and level of science content knowledge of elementary education students affect their ability to construct an inquiry-based lesson. Journal of Elementary Science Education, 17, 12–25.
34. Lumpe, A., Czerniak, C., Haney, J., & Beltyukova, S. (2012). Beliefs about teaching science: The relationship between elementary teachers' participation in professional development and student achievement. International Journal of Science Education, 34(2), 153–166.
35. Lumpe, A., Haney, J., & Czerniak, C. (2000). Assessing teachers' beliefs about their science teaching content. Journal of Research in Science Teaching, 37(3), 275–292.
36. Mayer, D. P. (1999). Measuring instructional practice: Can policymakers trust survey data? Educational Evaluation and Policy Analysis, 21(1), 29–45.
37. Moore, E. H. (1902). On the foundations of mathematics. Presidential Address. Paper presented at the American Mathematical Society Ninth Annual Meeting, San Francisco.
38. Munby, H., Russell, T., & Martin, A. K. (2001). Teachers' knowledge and how it develops. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 877–904). Washington, DC: American Educational Research Association.
39. National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. Reston, VA: Author.
40. National Science Resource Center. (2005). Land and water. Burlington, NC: Carolina Biological.
41. NGSS Lead States. (2013). Next generation science standards: For states, by states. Washington, DC: The National Academies Press.
42. Pang, J., & Good, R. (2000). A review of the integration of science and mathematics: Implications for further research. School Science and Mathematics, 100(2), 73–82.
43. Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(1), 307–332.
44. Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.
45. Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of research on teacher education (pp. 102–119). New York: Simon & Schuster.
46. Sherin, M. (2002). When teaching becomes learning. Cognition and Instruction, 20(2), 119–150.
47. Shymansky, J. A., & Kyle, W. C. (1992). Establishing a researcher agenda: Critical issues of science curriculum reform. Journal of Research in Science Teaching, 29, 749–778.
48. Stein, M., Larrabee, T. G., & Barman, C. R. (2008). A study of common beliefs and misconceptions in physical science. Journal of Elementary Science Education, 20(2), 1–11.
49. Stein, M. K., Baxter, J., & Leinhardt, G. (1990). Subject matter knowledge and elementary instruction: A case from functions and graphing. American Educational Research Journal, 27, 639–663.
50. Stein, M. K., Engle, R. A., Smith, M., & Hughes, E. K. (2008). Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell. Mathematical Thinking and Learning, 10, 313–340.
51. Stein, M. K., Smith, M., Henningsen, M., & Silver, E. A. (2009). Implementing standards-based mathematics instruction: A casebook for professional development. (2nd ed.). New York: Teachers College Press.
52. Stevens, C., & Wenner, G. (1996). Elementary preservice teachers' knowledge and beliefs regarding science and mathematics. School Science and Mathematics, 96(1), 1–13.
53. Sztain, P. (2003). Adapting reform ideas in different mathematics classrooms: Beliefs beyond mathematics. Journal of Mathematics Teacher Education, 6(1), 53–75.
54. Thompson, A. G. (1992). Teachers' beliefs and conceptions: A synthesis of the research. In D. Grouws (Ed.), (pp. 127–146). New York: Macmillan. Handbook of research on mathematics teaching and learning.
55. Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248.
56. Underhill, R. (1995). Editorial. School Science and Mathematics, 95(5), 225.
57. Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the U.S. and abroad. Dallas, TX: National Staff Development Council.
58. Whitcomb, J., Borko, H., & Liston, D. (2009). Growing talent: Promising professional development models and practices. Journal of Teacher Education, 60(3), 207–212.