Teacher enactment of the Geospatial Inquiry cycle in classrooms Teacher enactment of the Geospatial Inquiry cycle in classrooms following scaled up professional learning and development following scaled up professional learning and development

Publications
The current study examined the effects of a nationally scaled up Professional Learning and Development (PLD) model on teachers’ classroom implementation of the Geospatial Inquiry instructional framework. Geospatial Inquiry is defined as: asking and answering a research question through the analysis and communication of data that is linked to a geographic location on, above, or near Earth. These data are often represented visually via maps and explored with geospatial technologies. It also examined the relationships between Geospatial Inquiry Teacher Workshop (GITW) implementation and teacher
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An Instrument to Measure Students’ Motivation and Self‐Regulation in Science Learning

Instruments

Students’ motivational beliefs and self‐regulatory practices have been identified as instrumental in influencing the engagement of students in the learning process. An important aim of science education is to empower students by nurturing the belief that they can succeed in science learning and to cultivate the adaptive learning strategies required to help to bring about that success. This article reports the development and validation of an instrument to measure salient factors related to the motivation and self‐regulation of students in lower secondary science classrooms. The development of

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A Model of Factors Contributing to STEM Learning and Career Orientation

Publications

The purpose of this research was to develop and test a model of factors contributing to science, technology, engineering, and mathematics (STEM) learning and career orientation, examining the complex paths and relationships among social, motivational, and instructional factors underlying these outcomes for middle school youth. Social cognitive career theory provided the foundation for the research because of its emphasis on explaining mechanisms which influence both career orientations and academic performance. Key constructs investigated were youth STEM interest, self-efficacy, and career

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Elementary Pre-Service Teachers' Response-Shift Bias: Self-Efficacy and Attitudes Toward Science

Publications

Response-shift bias occurs when participants' initial constructs, such as self-efficacy in teaching science, are incomplete because they do not fully conceptualize something they have yet to experience. This study examines whether elementary pre-service teachers can consistently evaluate constructs such as self-efficacy and attitudes toward science throughout an elementary methods course. After the administration of traditional pre-tests, retrospective pre-tests, and post-tests, this study examined whether a response-shift bias consistently occurred in scales indicating science teaching self

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