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Teaching Science: Practitioner Knowledge, Self-Efficacy, and Retention (Table 16)
Thu, April 13, 2:50 to 4:20pm CDT (2:50 to 4:20pm CDT), Hyatt Regency Chicago, Floor: East Tower- Ballroom Level, Grand Ballroom ASession Type: Roundtable Session
Abstract
Research in Progress Roundtable 13
Sub Unit
Chair
Papers
Impact of Discipline-Specific Science Knowledge and Teaching Efficacy on Instructional Practices of In-Service Elementary Teachers - Douglas Ball, Davis School District
The Proof Is in the Pudding: A Study of Science Self-Efficacy and Teaching Science to Diverse Students With Preservice Elementary Teaching Candidates - Lily Bentley, University of Virginia
The Capital of STEM Teacher Residents in High-Needs Schools - Casey E Hanna, Drexel University
Understanding the Use of Children's Literature in Science Classrooms From the Perspective of Multimodality: A Case Study of Preservice Science Teachers' Experience and Perceptions in an Initial Teacher Certification Program - Yuyan Jiao, Baylor University
Characteristics of Professional Development Programs in Science and Their Degree of Effectiveness for Teachers - Alison F. Warren, University of Iowa