Article – Peer-reviewed Journal

Coordinated and Intersecting: How Preservice Secondary Science Teachers Understand Science and Engineering Practices and Instructional Principles for Diverse Students

STEM Cooperating Teachers’ Professional Growth: The Positive Impacts of a Year-Long Clinical Residency Collaboration

Building Resilience in Rural STEM Teachers Through a Noyce Professional Learning Community

Beginning High School Teachers’ Organization of Students for Learning and Methods for Teaching Mathematics

This article reports on observations of eight beginning secondary mathematics teachers’ classrooms, designed to investigate ways in which they organized students for learning, uses of instructional methods, and how these may differ based on the level of course being taught. Implications for supporting and preparing teachers are discussed.

Impacts of STEM Professional Development on Teachers’ Knowledge, Self-Efficacy, and Practice

The authors describe how a STEM education descriptive framework was used to design and enact a year-long professional development with eight middle and secondary teachers at non-STEM focused schools in Southeast USA. They examined the professional development impact on teacher content knowledge, self-efficacy, and practice using pre- and post-test scores on a content exam, pre- and post-test scores on a self-efficacy instrument, and self-reported STEM integration efforts.