Dissertation

University-school Partnerships to Support the Teaching of Science

This quasi-experimental study explores the effects of participation in a university–school partnership on preservice teacher candidates' self-efficacy in teaching science, their instructional and pedagogical practices in science, and the frequency and intensity of their science instruction. Latent class analysis was used to analyze data collected from the Science Teaching Efficacy Belief Instrument (STEBI-B) and the Science Instructional Practices Survey (SIPS). ANOVAs and repeated measures were used to analyze data pertaining to frequency and intensity of science instruction gathered using a science log. Findings in this study provide empirical support related to the positive effects of university–school partnerships on preservice teacher candidate (N = 243) preparation to teach science. This study provides further support to the body of evidence supporting teacher preparation through partnerships with K-12 settings.

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