Helping Elementary Preservice Teachers Learn to Use Curriculum Materials for Effective Science Teaching

By Christina V. Schwarz, Kristin L. Gunckel, Edward L. Smith, Beth A. Covitt, Min-Jung Bae, M. Enfield, B. Tsurusaki. 2008

111 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/a2fb4dec220f5cf34971312855825fda76f3c737

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Julie Smithey
2. Cory T. Forbes
3. Elizabeth A. Davis
4. Carrie J. Beyer
5. William R. Penuel
6. Lawrence P. Gallagher
7. Brian J. Reiser
8. Vanessa Paz Dennen *

In General Agricultural and Biological Sciences

1. Cory T. Forbes
2. Elizabeth A. Davis
3. Carrie J. Beyer
4. Julie Smithey
5. William R. Penuel

In Sociology and Political Science

1. Julie Smithey
2. Cory T. Forbes
3. William R. Penuel
4. Elizabeth A. Davis
5. Elizabeth A. van Es
6. Tara Barnhart

Citations in the corpus

• Beginning teachers moving toward effective elementary science teaching (2009, methodology): “Some teachers do not see curriculum adaptation as a part of their professional role (Bullough, 1992; Eisenhart et al., 1988), and preservice teachers sometimes see this as outside the realm of what they should do (Ball & Feiman-Nemser, 1988; Schwarz et al., 2008).”
• Curriculum design for inquiry: Preservice elementary teachers' mobilization and adaptation of science curriculum materials (2010, methodology): “This finding does show that the preservice teachers were able to engage in curriculum planning, or the design domain of professional practice (Remillard, 1999), to better support inquiry-based science instruction, reinforcing findings from other studies (Schwarz et al., 2008).”
• Learning to critique and adapt science curriculum materials: Examining the development of preservice elementary teachers' pedagogical content knowledge (2012, methodology): “Like others (Schwarz et al., 2008), we developed a set of reform-based criteria based on the American Association for the Advancement of Science Project 2061 Instructional Science Education, Vol. 96, No. 1, pp. 130–157 (2012) Analysis Criteria (Kesidou & Roseman, 2002; Stern & Roseman, 2004).”
• Preparing Teachers to Design Instruction for Deep Understanding in Middle School Earth Science (2009, background): “Other teachers report that the process of analyzing curriculum as part of the planning process is destabilizing and troubling (Crawford, Korbak, & Gong, 2003; Schwarz et al., 2008).”