Effects of a Follow-up PD with Distance-based Peer Instructional Coaching on Secondary Science Teachers’ Inquiry-based Teaching Practices in Rural Schools-Reference-Cited by-同舟云学术

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Effects of a Follow-up PD with Distance-based Peer Instructional Coaching on Secondary Science Teachers’ Inquiry-based Teaching Practices in Rural Schools

Published:2024-03-27 Issue: Volume: Page:1-20
ISSN:1046-560X
Container-title:Journal of Science Teacher Education
language:en
Short-container-title:Journal of Science Teacher Education

Author:

Lee S. C.¹^ORCID,Nugent G.²,Kunz G. M.³,Houston J.²

Affiliation:

1. Elementary and Early Childhood Education, Kennesaw State University, Kennesaw, Georgia, USA

2. Nebraska Center for Research on Children, Youth, Families and Schools, University of Nebraska, Lincoln, Nebraska, USA

3. Independent Consultant, Spring, Texas, USA

Funder

U.S. Department of Education

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/1046560X.2024.2327774

Reference46 articles.

1. An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement

2. Investigating Technology-Enhanced Teacher Professional Development in Rural, High-Poverty Middle Schools

3. Coaching to build support inquiry-based teaching;Bransfield P.;Science Scope,2007

4. Bybee, R. W. (2009). The BSCS 5E instructional model and 21st century skills. BSCS.

5. Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Carlson Powell, J., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins and effectiveness. BSCS.

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