In this study, researchers will collaborate with Baltimore City Public Schools to collect and document teacher classroom practices prior to the implementation of an extended professional development model that targets pedagogical skills associated with the NGSS. The broad objective of the project is to characterize the benefits and limitations of utilizing controlled practice-teaching as a key component of teacher professional development for integrating NGSS aligned practices in middle school science classrooms.
- Williams, T. H., Krikorian, J., Singer, J. E., Rakes, C. R., & Ross, J. M. (2019). A high quality educative curriculum in engineering fosters pedagogical growth. International Journal for Research in Education and Science, 5(2), 657-680.*
- Williams, T., Singer, J., Krikorian, J., Rakes, C ., & Ross, J. (2018). Measuring Pedagogy and the Integration of Engineering Design in STEM Classrooms. Journal of Science Education and Technology.*
- Singer, J., Ross, J. M., & Lee, Y. (2016). Professional Development for the Integration of Engineering in High School STEM Classrooms. Journal of Pre-College Engineering Education Research, 6(1), 30.*
- Ross, J., Bayles, T. & Singer, J. (2015). The INSPIRES Curriculum. In C. Sneider (Ed.), Engineering Curricula Ready to Go! Thousand Oaks, CA: Corwin Press.*
- Singer, J., Lotter, C., Feller, R., & Gates. (2011). Exploring a model of situated professional development: Impact on classroom practice. Journal of Science Teacher Education, 22(3), 203.*