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Materials Similar to Ohio Teacher Professional Development in the Physical Sciences

• 93%: The Impact of Teacher Quality Grants on Long-Term Professional Development of Physical Science Teachers
• 59%: A graduate program for high school physics and physical science teachers
• 57%: A perspective on teacher preparation in physics and other sciences: The need for special science courses for teachers
• 57%: Designing Professional Development for Teachers of Science and Mathematics
• 57%: Changing Roles and Identities in a Teacher-Driven Professional Development Community
• 54%: Professional Development for Elementary Science Teachers: Implications for Practice
• 53%: The Role of Sustained Professional Development in Science Teacher Renewal and Retention
• 53%: Teacher-Researcher Professional Development: Case Study at Kansas State University
• 52%: Development and validation of the Physics Teacher Education Program Analysis (PTEPA) Rubric
• 50%: Teacher-driven professional development and the pursuit of a sophisticated understanding of inquiry
• 50%: Research-design model for professional development of teachers: Designing lessons with physics education research
• 50%: Teacher Education in Physics
• 49%: Preparing Teachers to Teach Physics and Physical Science by Inquiry
• 49%: Development Of A Standards-Based Integrated Science Course For Elementary Teachers
• 48%: Developing an Inquiry-Based Physical Science Course For Preservice Elementary Teachers
• 47%: The Role, Education, Qualifications, and Professional Development of Secondary School Physics Teachers
• 47%: Assessing a GTA professional development program
• 46%: Preparing teachers to teach physics and physical science by inquiry
• 46%: Research Projects in Science Education for Preschool, Evolution, and Results in Curriculum Development, Evaluation Tools, and Teacher Workshops.