Page 46 - STEMEducation
P. 46
45 á«FGóàH’G á∏MôªdG »a Ωƒ∏©dG ¢ùjQóJ :»fÉãdG π°üØdG
Buczynski, S., & Hansen, C. B. (2010). Impact of professional development on teacher
practice: Uncovering connections. Teacher and Teacher Education, 26, 599-607.
Brandwein, P. F. (1995). Science talent in the young expressed within ecologies of achievement
(RBDM 9510). Storrs: University of Connecticut, The National Research Center on
the Gifted and Talented.
Callahan, C., Moon, T., & Oh, S. (2014). Status of elementary gifted programs. Retrieved from
http://nagc.org/uploadedFiles/Information_and_Resources/ ELEM%20school%20
GT%20Survey%20Report.pdf
Center on Education Policy. (2006, March). From the capital to the classroom: Year 4 of
the No Child Left Behind Act summary and recommendations. Retrieved from http://
www.cep-dc.org/displayDocument.cfm?DocumentID=301
Change the Equation. (2012). Vital signs: Reports on the condition of STEM learning in
the U.S. Retrieved from http://changetheequation.org/sites/ default/files/ CTEq_
VitalSigns_Supply (2).pdf
Chin, C., & Chia, L. G. (2004). Problem-based learning: Using students’ questions to drive
knowledge construction. Science Educator, 88, 707-727.
Choi, S., & Ramsey, J. (2009). Constructing elementary teachers’ beliefs, attitudes, and
practical knowledge through an inquiry-based elementary science course. School
Science and Mathematics, 109, 313-324.
Coates, D. (2006). ‘Science is not my thing’: Primary teachers’ concerns about challenging
gifted pupils. Education, 34, 49-64.
Cotabish, A., Dailey, D., Robinson, A., & Hughes, G. (2013). The effects of a STEM
intervention on elementary students’ science knowledge and skills. School Science
and Mathematics, 113(5), 215-226.
Dailey, D., & Robinson, A. (2013). The effect of implementing a STEM professional
development intervention on elementary teachers. Retrieved from ProQuest (UMI
3587609).