seansmith

Authors: P. Sean Smith, Courtney L. Plumley, Meredith L. Hayes

Date: April 2017

This paper, presented at the 2017 meeting of the National Association for Research in Science Teaching (NARST), summarizes findings from efforts to elicit pedagogical content knowledge (PCK) from elementary teachers.  The paper focuses on teachers’ knowledge for teaching about the small particle model of matter and is a product of the Knowledge Assets to Support the Science Instruction of Elementary Teachers (ASSET)  project.  ASSET is exploring a method for collecting and synthesizing pedagogical content knowledge (PCK) from multiple sources, including teachers and research literature.

Eliciting Elementary Teachers PCK for the Small Particle Model (PDF, 500kb)

Copyright and Usage: Horizon Research, Inc. (HRI) holds the copyright on this report. HRI grants permission for unlimited use, whether the entire report or excerpts, for non-commercial purposes. The report should be cited as follows:

Smith, P. S., Esch, R. K., Hayes, M. L., & Plumley, C. L. (2016). Developing and testing a method for collecting and synthesizing pedagogical content knowledge. Presented at the 2016 NARST Annual International Conference, Baltimore, MD.

Authors: P. Sean Smith, Joan D. Pasley

Date: April 2016

This policy brief makes recommendations for how public health organizations can tailor their Zika-related resources for K-12 science teachers.

The Multiplier Effect: Leveraging K–12 Science Teachers to Communicate Accurate Information about Zika  (PDF, 69 Kb)

Copyright and Usage: Horizon Research, Inc. (HRI) holds the copyright on this report. HRI grants permission for unlimited use, whether the entire report or excerpts, for non-commercial purposes. The report should be cited as follows:

Smith, P. S. & Pasley, J. D. (2016). The multiplier effect: Leveraging K–12 science teachers to communicate accurate information about Zika. Chapel Hill, NC: Horizon Research, Inc.

Authors: Joan D Pasley, Peggy J. Trygstad, Eric R. Banilower

Date: April 2016

This paper, presented at the 2016 NARST Annual International Conference, summarizes the work to date of the Operationalizing the Science and Engineering Practices project. The project is developing and validating a survey to be used as an indicator of student engagement with the practices. The paper describes the method used to operationalize the practices, as well as findings and implications of the work.

Towards Engagement with the Science and Engineering Practices for All Students  (PDF, 300kb)

Copyright and Usage: Horizon Research, Inc. (HRI) holds the copyright on this report. HRI grants permission for unlimited use, whether the entire report or excerpts, for non-commercial purposes. The report should be cited as follows:

Pasley, J. D., Trygstad, P. J., & Banilower, E. R. (2016). Towards engagement with the science and engineering practices for all students. Presented at the 2016 NARST Annual International Conference, Baltimore, MD.

Authors: P. Sean Smith, R. Keith Esch, Noell M. Egeland

Date: April 2016

This paper, presented at the 2016 NARST Annual International Conference, summarizes findings about how high school science teachers responded to the 2014 Ebola outbreak.  The paper explores the utility of the Theory of Planned Behavior as a framework for understanding teaching decision making.

How Science Teachers Responded to Ebola: A National Study of Teacher Instructional Decision Making  (PDF, 300kb)

Copyright and Usage: Horizon Research, Inc. (HRI) holds the copyright on this report. HRI grants permission for unlimited use, whether the entire report or excerpts, for non-commercial purposes. The report should be cited as follows:

Smith, P. S., Esch, R. K., & Egeland, N. M. (2016). How science teachers responded to Ebola: a national study of teacher instructional decision making. Presented at the 2016 NARST Annual International Conference, Baltimore, MD.