@article{thomson_huggins_carrier_gray_2022, title={Development trajectories for novice teachers: teaching efficacy, instructional beliefs, and domain knowledge}, volume={5}, ISSN={["1464-5289"]}, url={https://doi.org/10.1080/09500693.2022.2075948}, DOI={10.1080/09500693.2022.2075948}, abstractNote={ABSTRACT
 The current study investigates the developmental trajectories of novice elementary teachers’ self-efficacy science beliefs, their science instructional beliefs and science knowledge over the course of participants’ teacher preparation and into their first two years of teaching. Study results indicate changes in teachers’ self-efficacy science beliefs, in their science instructional beliefs, and changes in science knowledge. Additionally, teachers’ growth in science content knowledge had an impact on teachers’ self-efficacy science beliefs and on teachers’ instructional science beliefs. Findings from our study can help teacher educators, researchers, and policy makers in better understanding novice elementary teachers’ science developmental trajectories and the role of knowledge and beliefs in their professional growth.}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION}, author={Thomson, Margareta M. and Huggins, Erin and Carrier, Sarah J. and Gray, DeLeon}, year={2022}, month={May} }
 @article{huggins_kellogg_2020, title={Technology-enabled personalized learning: A promising practice in need of robust research}, volume={120}, ISSN={["1949-8594"]}, DOI={10.1111/ssm.12384}, abstractNote={School Science and MathematicsVolume 120, Issue 1 p. 1-3 ORIGINAL ARTICLE Technology-enabled personalized learning: A promising practice in need of robust research Erin S. Huggins, Corresponding Author Erin S. Huggins eshuggin@ncsu.edu Friday Institute for Educational Innovation, North Carolina State University, Raleigh, NC, USA Correspondence Erin S. Huggins, Friday Institute for Educational Innovation, North Carolina State University, Raleigh, NC, USA. Email: eshuggin@ncsu.eduSearch for more papers by this authorShaun Kellogg, Shaun Kellogg Friday Institute for Educational Innovation, North Carolina State University, Raleigh, NC, USASearch for more papers by this author Erin S. Huggins, Corresponding Author Erin S. Huggins eshuggin@ncsu.edu Friday Institute for Educational Innovation, North Carolina State University, Raleigh, NC, USA Correspondence Erin S. Huggins, Friday Institute for Educational Innovation, North Carolina State University, Raleigh, NC, USA. Email: eshuggin@ncsu.eduSearch for more papers by this authorShaun Kellogg, Shaun Kellogg Friday Institute for Educational Innovation, North Carolina State University, Raleigh, NC, USASearch for more papers by this author First published: 24 January 2020 https://doi.org/10.1111/ssm.12384Citations: 1Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article.Citing Literature Volume120, Issue1January 2020Pages 1-3 RelatedInformation}, number={1}, journal={SCHOOL SCIENCE AND MATHEMATICS}, author={Huggins, Erin S. and Kellogg, Shaun}, year={2020}, month={Jan}, pages={1–3} }
 @article{thomson_huggins_williams_2019, title={Developmental science efficacy trajectories of novice teachers from a STEM-Focused program: A longitudinal mixed-methods investigation}, volume={77}, ISSN={["0742-051X"]}, DOI={10.1016/j.tate.2018.10.010}, abstractNote={• We examined longitudinally the developmental science efficacy trajectories of novice teachers. • Efficacy trajectory increased during teacher preparation, but slowly decreased afterwards. • Identified dichotomous profiles helped explain changes in efficacy trajectories.}, journal={TEACHING AND TEACHER EDUCATION}, author={Thomson, Margareta M. and Huggins, Erin and Williams, Wayne}, year={2019}, month={Jan}, pages={253–265} }