Report of the 2012 National Survey of Science and Mathematics Education.

By E. Banilower, P. Smith, I. Weiss, Kristen A. Malzahn, K. Campbell, Aaron M. Weis. 2013

379 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/f7746644d186e8ebd09165233f4bc5ee2f9da749

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Citations in the corpus

Preservice Elementary Teachers’ Science Self-Efficacy Beliefs and Science Content Knowledge (2016, background): “Despite calls and systemic reform initiatives to improve science teaching in elementary classrooms, recent surveys of elementary teachers suggest that relatively few (33 %) feel prepared to teach science and even fewer feel prepared for teaching physical science (Banilower et al., 2013; Trigstad, Sm”
Educative Curriculum Materials: Uptake, Impact, and Implications for Research and Design (2017, background): “It is both infrequently taught and inadequately supported through professional learning August/sEptEmbER 2017 295 opportunities (Banilower et al., 2013; National Academies of Sciences Engineering and Medicine [NASEM], 2015).”
Designing, launching, and implementing high quality learning opportunities for students that advance scientific thinking (2016, background): “…research indicates that classroom learning for students largely remains undemanding, procedural, and often disconnected from the development of substantive science ideas (Banilower et al., 2012; Consortium for Policy Research in Education, 2011; Roth & Garnier, 2007; Roth et al., 2011).”
Teacher Roles of Questioning in Early Elementary Science Classrooms: A Framework Promoting Student Cognitive Complexities in Argumentation (2017, background): “Research has suggested that teacher questioning is a major contributing factor shaping the role of teachers for promoting dialogic interaction and students’ ownership of learning (Banilower et al. 2013; Chin 2007; Kawalkar and Vijapurkar 2013; Roth 1996; Zhai and Tan 2015).”
Reflections on the promise and complexity of mathematics coaching (2017, background): “This raises an additional pressure in elementary schools because 70% of the elementary teachers participating in a recent national survey reported attending less than 16 hrs of professional development in mathematics per year over the last 3 years (Banilower et al., 2013).”