@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{thomson_gray_walkowiak_alnizami_2021, title={Developmental Trajectories for Novice Elementary Teachers: Teaching Efficacy and Mathematics Knowledge}, volume={5}, ISSN={["1552-7816"]}, DOI={10.1177/00224871211014128}, abstractNote={This study investigated developmental trajectories of novice elementary teachers’ efficacy beliefs (i.e., personal teaching efficacy and outcome expectancy) and their mathematical knowledge for teaching (MKT). Overall, study findings indicated growth in participants’ personal efficacy beliefs and in various assessments for dimensions of MKT. Additional relationships between participants’ MKT trajectories and their mathematics efficacy beliefs trajectories were found. Findings from our study can help teacher educators, researchers, and school leaders in better understanding how novice teachers develop their MKT and their teaching efficacy beliefs during the teacher education program and in their first years of teaching.}, journal={JOURNAL OF TEACHER EDUCATION}, author={Thomson, Margareta M. and Gray, DeLeon and Walkowiak, Temple A. and Alnizami, Reema}, year={2021}, month={May} }
 @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} }
 @article{palermo_thomson_2019, title={Large-scale assessment as professional development: teachers' motivations, ability beliefs, and values}, volume={23}, ISSN={["1747-5120"]}, DOI={10.1080/13664530.2018.1536612}, abstractNote={ABSTRACT In this study, conducted in the United States, the authors examined the motivational characteristics of teachers in the context of a large-scale performance assessment program. Teachers received professional development through their participation in the assessment program by writing items, reviewing items, and reviewing scoring criteria. An expectancy-value theory framework and embedded mixed-methods design were used to examine teachers’ (n = 119) motivations, ability beliefs, and values related to their professional development. Survey results showed that teachers generally had a high degree of intrinsic motivation for and associated social and pedagogical utility value with the professional development. Teachers reported positive ability beliefs, a high degree of usefulness, importance, and interest associated with the professional development, and positive changes to instruction and assessment. Results of multiple regression analyses showed teachers’ intrinsic motivations and ability beliefs predicted changes to instruction and assessments. Interview results illustrated the ways in which knowledge gained from involvement in the assessment program translated to practice. Results provided insight into the complexity of participants’ values, identifying factors that enabled or constrained changes to instruction and assessments.}, number={2}, journal={TEACHER DEVELOPMENT}, author={Palermo, Corey and Thomson, Margareta Maria}, year={2019}, pages={192–212} }
 @article{thomson_zakaria_radut-taciu_2019, title={Perceptions of Scientists and Stereotypes through the Eyes of Young School Children}, volume={2019}, ISSN={["2090-4010"]}, DOI={10.1155/2019/6324704}, abstractNote={The goal of the current study was to investigate children’s representations of scientists using the Draw-a-Scientist Test (DAST). Participants (n=210) were young school children from Romania enrolled in both rural and urban public schools from grade levels 3, 4, and 5. The study findings showed that most children represented stereotypical characteristics of scientists in their drawings such as white male wearing lab coats using instruments that reflected a chemistry lab. Results also indicated statistically significant differences in the score of stereotyping indicators with respect to student grade level. Additionally, students who visited science museums scored significantly higher in stereotyping indicators than students who indicated on their survey answers that they have not visited science museums. Findings are discussed in relationship with students’ views about scientists and their understanding of science.}, journal={EDUCATION RESEARCH INTERNATIONAL}, author={Thomson, Margareta M. and Zakaria, Zarifa and Radut-Taciu, Ramona}, year={2019} }
 @article{thomson_turner_2019, title={The Role of Emotions in Teachers' Professional Development: Attending a Research Experience for Teachers (RET) Program}, volume={2019}, ISSN={["2090-4010"]}, DOI={10.1155/2019/5856793}, abstractNote={The current study investigated teachers’ emotions, motivations, and changes to classroom practice as related to their involvement in a 6-week summer professional development (PD) program. Participants (N=67) attended the Research Experience for Teachers (RET) program at a large university in the United States. Overall, study results showed that emotions played an important role in teachers’ engagement in the RET program and triggered changes in teachers’ thinking and implementation of their science teaching practices. Positive correlations were found among teachers’ motivations and emotions about their PD experience, as well as changes to their teaching practices. Interview data provided more depth to understanding participants’ views of their RET experiences.}, journal={EDUCATION RESEARCH INTERNATIONAL}, author={Thomson, Margareta M. and Turner, Jeannine E.}, year={2019}, month={Jan} }
 @article{palermo_thomson_2018, title={Teacher implementation of Self-Regulated Strategy Development with an automated writing evaluation system: Effects on the argumentative writing performance of middle school students}, volume={54}, ISSN={0361-476X}, url={http://dx.doi.org/10.1016/J.CEDPSYCH.2018.07.002}, DOI={10.1016/J.CEDPSYCH.2018.07.002}, abstractNote={This study examined the effects of teacher implementation of (1) Self-Regulated Strategy Development (SRSD) instruction or (2) traditional writing instruction, combined with an Automated Writing Evaluation (AWE) system called NC Write, on students’ argumentative writing performance. The SRSD model was adapted to a lower-intensity format with the goal of supporting teacher implementation and reducing professional development. This study is the first to examine the effectiveness of an intervention that combined SRSD for writing with an AWE system. Middle school students (N = 829) participated in one of three conditions: NC Write + SRSD instruction, NC Write + traditional writing instruction, or a comparison condition. Results of multilevel models showed that students in the NC Write + traditional writing instruction condition produced higher-quality essays than comparison students at posttest. Students in the NC Write + SRSD instruction condition produced posttest essays that were of a higher quality, longer, and included more basic elements of argumentative essays than students in the other two conditions. Social validity data from surveys and interviews showed that students and teachers rated NC Write and SRSD instruction favorably. Overall study results suggest that incorporating AWE into a program of writing instruction supports improvements in students’ writing quality. Findings provide initial evidence that when supported by AWE, SRSD may be implemented by teachers at a lower than normal treatment intensity and still have a strong, positive impact on students’ writing quality.}, journal={Contemporary Educational Psychology}, publisher={Elsevier BV}, author={Palermo, Corey and Thomson, Margareta Maria}, year={2018}, month={Jul}, pages={255–270} }
 @article{carrier_whitehead_walkowiak_luginbuhl_thomson_2017, title={The development of elementary teacher identities as teachers of science}, volume={39}, ISSN={0950-0693 1464-5289}, url={http://dx.doi.org/10.1080/09500693.2017.1351648}, DOI={10.1080/09500693.2017.1351648}, abstractNote={ABSTRACT The purpose of this qualitative study was to investigate the contributions of pre-service teachers’ memories of science and science education, combined with their experiences in a STEM-focused teacher preparation programme, to their developing identities as elementary school teachers of science. Data collected over three years include a series of interviews and observations of science teaching during elementary teacher preparation and the first year of teaching. Grounded within a theoretical framework of identity and using a case-study research design, we examined experiences that contributed to the participants’ identity development, focusing on key themes from teacher interviews: memories of science and science instruction, STEM-focused teacher preparation programme, field experiences, first year of teaching, and views of effective science instruction. Findings indicate the importance of exposure to reform strategies during teacher preparation and are summarised in main assertions and discussed along with implications for teacher preparation and research.}, number={13}, journal={International Journal of Science Education}, publisher={Informa UK Limited}, author={Carrier, Sarah J. and Whitehead, Ashley N. and Walkowiak, Temple A. and Luginbuhl, Sarah C. and Thomson, Margareta M.}, year={2017}, month={Aug}, pages={1733–1754} }
 @article{thomson_nietfeld_2016, title={Beliefs systems and classroom practices: Identified typologies of elementary school teachers from the United States}, volume={109}, ISSN={["1940-0675"]}, DOI={10.1080/00220671.2014.968912}, abstractNote={ABSTRACT In a mixed-methods study, the authors investigate teacher typologies of elementary teachers (N = 132) in the United States based on their reformed science teaching beliefs. Additionally, the identified teacher typologies were compared with respect to their science content knowledge, self-efficacy and epistemic beliefs. Results revealed three clusters of teachers with different combinations of teaching beliefs and practices. Comparative analysis indicated significant differences among teacher typologies with respect to their epistemic beliefs and teaching efficacy beliefs. Additionally, interview results enhanced the depth of understanding of participants' views for reformed science teaching and further highlighted differences in the typologies. Study implications are considered with regard to improving teacher quality and preservice teacher training.}, number={4}, journal={JOURNAL OF EDUCATIONAL RESEARCH}, author={Thomson, Margareta Maria and Nietfeld, John L.}, year={2016}, pages={360–374} }
 @article{thomson_2016, title={Metaphorical images of schooling: beliefs about teaching and learning among prospective teachers from the United States displaying different motivational profiles}, volume={36}, ISSN={["1469-5820"]}, DOI={10.1080/01443410.2015.1024612}, abstractNote={This study focused on investigating the types of schooling beliefs (teaching and learning) expressed through metaphorical images by prospective teachers (PTs) from the United States. Participants (N = 215) rated 10 schooling metaphors illustrating the student–school–teacher relationships (i.e. Passenger–Bus–Driver; Student is a passenger, School is a bus and Teacher is a driver). Two main factors, a student-centred and a teacher-centred approach described the key schooling beliefs of PTs. Additionally, differences in PTs’ schooling beliefs across typologies/clusters of PTs were found. Further, qualitative data from interviews illustrated how each cluster specifically expressed their instructional views.}, number={3}, journal={EDUCATIONAL PSYCHOLOGY}, author={Thomson, Margareta Maria}, year={2016}, month={Mar}, pages={502–525} }
 @article{thomson_difrancesca_carrier_lee_2016, title={Teaching efficacy: exploring relationships between mathematics and science self-efficacy beliefs, PCK and domain knowledge among preservice teachers from the United States}, volume={21}, ISSN={1366-4530 1747-5120}, url={http://dx.doi.org/10.1080/13664530.2016.1204355}, DOI={10.1080/13664530.2016.1204355}, abstractNote={This mixed-methods study investigated the relationships among preservice teachers’ efficacy beliefs, pedagogical content knowledge (PCK) and their domain knowledge (DK) as related to mathematics and science teaching. Quantitative results revealed that participants’ PCK was significantly correlated with their mathematics and science efficacy beliefs. Additionally, participants’ mathematics and science DK did not predict their mathematics and science personal efficacy beliefs, however, their PCK score predicted participants’ outcome expectancies. Interview analysis revealed five inter-related key themes, labeled as: Previous academic experiences, Mathematics and science PCK beliefs, Personal efficacy, Outcome expectancies and Emotions. These common themes describe participants’ views of their quality teacher training and thinking about planned instruction. Educational implications are discussed in relationship with study findings.}, number={1}, journal={Teacher Development}, publisher={Informa UK Limited}, author={Thomson, Margareta Maria and DiFrancesca, Daniell and Carrier, Sarah and Lee, Carrie}, year={2016}, month={Jul}, pages={1–20} }
 @article{lee_turner_thomson_2015, title={A structural equation model of pre-service teachers' perceptions of future goals and current course-related motivation}, volume={57}, ISSN={["1468-5884"]}, DOI={10.1111/jpr.12082}, abstractNote={Abstract}, number={3}, journal={JAPANESE PSYCHOLOGICAL RESEARCH}, author={Lee, Jumi and Turner, Jeannine E. and Thomson, Margareta Maria}, year={2015}, month={Jul}, pages={231–241} }
 @article{thomson_turner_2015, title={Teaching motivations, characteristics and professional growth: results from the Great Expectations (GE) programme in the United States}, volume={35}, ISSN={["1469-5820"]}, DOI={10.1080/01443410.2013.849796}, abstractNote={This present study sought to explore reasons given by K-12 teachers about their motivation to remain in teaching, their motivation for engaging in professional development, and characteristics of their teaching. Participants (N = 151) were public teachers of different grade levels from the USA enrolled in a one-week professional development training. Respondents’ ratings on reasons for continuing teaching revealed that four key-specific factors were the main influences for continuing to teach, namely intrinsic reasons, extrinsic reasons, job perception, and extended reasons. Further analysis indicated that their reasons for teaching were correlated with specific incentives for attending the professional development training, with teachers’ instructional beliefs, and with professional development programme outcomes. Study results are discussed in relationship with teaching motivation and implications for teachers’ professional growth.}, number={5}, journal={EDUCATIONAL PSYCHOLOGY}, author={Thomson, Margareta Maria and Turner, Jeannine}, year={2015}, month={Jul}, pages={578–597} }
 @article{smith_thomson_2014, title={Alternative education programmes: synthesis and psychological perspectives}, volume={30}, ISSN={0266-7363 1469-5839}, url={http://dx.doi.org/10.1080/02667363.2014.891101}, DOI={10.1080/02667363.2014.891101}, abstractNote={This paper addresses the problem of high school dropout rates, identifies what risk factors cause students to be more likely to drop out, and examines the types of programmes in existence that serve as alternative educational settings. The traits and characteristics of successful alternative high school programmes are also identified and critiqued using theoretical perspectives from behavioural, social cognitive, cognitive, and motivational psychology, emphasising particular aspects that significantly contribute to developing and implementing successful alternative programmes. Educators can use the information presented in this article to help create a successful educational experience, not only for those at risk of dropping out of school, but for all of the students they serve.}, number={2}, journal={Educational Psychology in Practice}, publisher={Informa UK Limited}, author={Smith, Amanda and Thomson, Margareta Maria}, year={2014}, month={Mar}, pages={111–119} }
 @article{carrier_thomson_tugurian_stevenson_2014, title={Elementary Science Education in Classrooms and Outdoors: Stakeholder views, gender, ethnicity, and testing}, volume={36}, ISSN={0950-0693 1464-5289}, url={http://dx.doi.org/10.1080/09500693.2014.917342}, DOI={10.1080/09500693.2014.917342}, abstractNote={In this article, we present a mixed-methods study of 2 schools’ elementary science programs including outdoor instruction specific to each school's culture. We explore fifth-grade students in measures of science knowledge, environmental attitudes, and outdoor comfort levels including gender and ethnic differences. We further examine students’ science and outdoor views and activity choices along with those of adults (teachers, parents, and principals). Significant differences were found between pre- and posttest measures along with gender and ethnic differences with respect to students’ science knowledge and environmental attitudes. Interview data exposed limitations of outdoor learning at both schools including standardized test pressures, teachers’ views of science instruction, and desultory connections of alternative learning settings to ‘school' science.}, number={13}, journal={International Journal of Science Education}, publisher={Informa UK Limited}, author={Carrier, Sarah J. and Thomson, Margareta M. and Tugurian, Linda P. and Stevenson, Kathryn Tate}, year={2014}, month={May}, pages={2195–2220} }
 @article{thomson_palermo_2014, title={Preservice teachers' understanding of their professional goals: Case studies from three different typologies}, volume={44}, ISSN={["0742-051X"]}, DOI={10.1016/j.tate.2014.08.002}, abstractNote={This study presents three prospective teachers from different typologies describing their teaching goals. Findings illustrate how participants understand in unique ways their goals in relationship with influential factors that helped them crystallize their teaching decisions. Each individual describes goals as related to main teaching motives, identity issues, beliefs, emotions, and commitment. Implications for practice include teacher education programs and policymakers better understanding the personal characteristics of teacher candidates and tailoring their programs to meet the individual needs of future teachers.}, journal={TEACHING AND TEACHER EDUCATION}, author={Thomson, Margareta Maria and Palermo, Corey}, year={2014}, month={Nov}, pages={56–68} }
 @article{carrier_tugurian_thomson_2013, title={Elementary Science Indoors and Out: Teachers, Time, and Testing}, volume={43}, ISSN={0157-244X 1573-1898}, url={http://dx.doi.org/10.1007/S11165-012-9347-5}, DOI={10.1007/S11165-012-9347-5}, number={5}, journal={Research in Science Education}, publisher={Springer Science and Business Media LLC}, author={Carrier, Sarah J. and Tugurian, Linda P. and Thomson, Margareta M.}, year={2013}, month={Jan}, pages={2059–2083} }
 @article{thomson_gregory_2013, title={Elementary Teachers' Classroom Practices and Beliefs in Relation to US Science Education Reform: Reflections from within}, volume={35}, ISSN={0950-0693 1464-5289}, url={http://dx.doi.org/10.1080/09500693.2013.791956}, DOI={10.1080/09500693.2013.791956}, abstractNote={This study unveils the stories of 3 public school elementary teachers from the USA who reflected on their beliefs about science education reform, and implementation of the reform in their classroom teaching, in response to state recommendations for change in science education. The teachers' stories show how various factors assisted or impeded the implementations of reform in their teaching, the various challenges related to their grade-level teaching, and the teachers' personal struggles to make sense of reform recommendations. Within each case study, we describe 4 common themes from the teachers' interviews. These themes are related to teachers' science teaching strategies, their science teaching efficacy beliefs about adopting reform, the types of science learning outcomes teachers target, and the types of teaching resources available to them. Implications for teacher education and practice are discussed in relationship with study findings.}, number={11}, journal={International Journal of Science Education}, publisher={Informa UK Limited}, author={Thomson, Margareta Maria and Gregory, Bradley}, year={2013}, month={Jul}, pages={1800–1823} }
 @article{thomson_kaufmann_2013, title={Elementary teachers' views of their science professional development attendance: An expectancy-value approach}, volume={9}, DOI={10.12973/eurasia.2013.915a}, abstractNote={This study explored primarily the elementary teachers’ motivations and expectations for
engagement in a science professional development. Participants (N=20) were elementary
teachers in two public schools from the United States and were enrolled in a yearlong
science professional development; however, due to various factors teachers did not
complete the professional development program. We investigated various motivational
aspects related to teachers’ professional experiences as well as their views about the
program. Study results showed that teachers’’ motivations for this professional
development program were strongly influenced by their self-efficacy beliefs about science
teaching, their beliefs about what effective teaching means and the types of support
provided to teachers by their schools to engage in such program. Additional study results
showed that teachers from different grade levels perceived differently the effectiveness of
their professional development program involvement because of the relevance (or lack of
relevance) of the science content presented in the program relative to their grade level.
Implications for classroom practice and future research are discussed in this study along
with findings.}, number={1}, journal={Eurasia Journal of Mathematics Science and Technology Education}, author={Thomson, M. M. and Kaufmann, E.}, year={2013}, pages={45–58} }
 @article{thomson_2013, title={Elementary teachers’ values and expectancies: reflections on professional experiences}, volume={39}, ISSN={1941-5257 1941-5265}, url={http://dx.doi.org/10.1080/19415257.2012.683487}, DOI={10.1080/19415257.2012.683487}, abstractNote={This study investigated aspects of elementary teachers’ motivations to engage in science professional development and their views of science teaching. Participants (n = 20) attended a professional development program within a major university in the United States, but failed to complete it for various reasons. Semi-structured in-depth interviews were used to collect data. Overall, study results showed that teachers had different views about the science professional development engagement, they responded in different ways to the structure and format of the program, and they had different teaching goals for their science teaching that matched or did not with the goal of the science professional development program. A good number of teachers found the science professional development experiences less valuable (especially certain elements of them) because of their mismatch between the professional development standards/expectations and teachers’ lack of science content knowledge. Implications for future professional development and science teacher education are discussed with respect to relationships with the current study findings.}, number={3}, journal={Professional Development in Education}, publisher={Informa UK Limited}, author={Thomson, Margareta Maria}, year={2013}, month={Jul}, pages={438–440} }
 @article{thomson_mcintyre_2013, title={Prospective teachers’ goal orientation: an examination of different teachers’ typologies with respect to motivations and beliefs about teaching}, volume={17}, ISSN={1366-4530 1747-5120}, url={http://dx.doi.org/10.1080/13664530.2013.804001}, DOI={10.1080/13664530.2013.804001}, abstractNote={In this qualitative study the authors investigated how prospective teachers’ professional goals were understood by participants. Interviews of 25 prospective teachers from the United States were collected as part of a larger mixed-methods study. Qualitative data from interviews (the focus of this study) examined the profiles of the three identified clusters/typologies of teacher candidates. Most precisely, study findings describe prospective teachers’ goal orientations as related to their teaching motivations, their teaching beliefs, the context that shaped their teaching goals and their strategies to fulfill their professional goal of becoming teachers. Contributions from this study can help teacher educators, policy makers and teacher education programs develop guidelines for teacher recruitment and retention.}, number={4}, journal={Teacher Development}, publisher={Informa UK Limited}, author={Thomson, Margareta Maria and McIntyre, Ellen}, year={2013}, month={Nov}, pages={409–430} }
 @article{thomson_turner_nietfeld_2012, title={A typological approach to investigate the teaching career decision: Motivations and beliefs about teaching of prospective teacher candidates}, volume={28}, ISSN={0742-051X}, url={http://dx.doi.org/10.1016/j.tate.2011.10.007}, DOI={10.1016/j.tate.2011.10.007}, abstractNote={This study utilized cluster analysis to identify typologies of prospective teachers enrolled in a teacher education program in the U.S. based upon their self-report motivations for teaching. A three-cluster solution generated three distinctive typologies of prospective teachers (N’s of 93, 70 and 52), and further differences among typologies were investigated with respect to participants’ beliefs about teaching. Follow-up semi-structured interviews confirmed meaningful differences found between the clusters with regard to unique combination of motivations and beliefs about teaching relevant to each typology. Implications for teacher education and teacher development are further discussed in relationship with study findings.}, number={3}, journal={Teaching and Teacher Education}, publisher={Elsevier BV}, author={Thomson, Margareta Maria and Turner, Jeannine E. and Nietfeld, John L.}, year={2012}, month={Apr}, pages={324–335} }
 @article{pop_dixon_grove_2010, title={Research Experiences for Teachers (RET): Motivation, Expectations, and Changes to Teaching Practices due to Professional Program Involvement}, volume={21}, ISSN={1046-560X 1573-1847}, url={http://dx.doi.org/10.1007/S10972-009-9167-2}, DOI={10.1007/S10972-009-9167-2}, abstractNote={This study investigated teachers’ motivation, expectations, and changes to teaching practices due to a 6 week summer professional development program involvement. Participants (n = 67) attended the Research Experiences for Teachers (RET) program within a major university in southeast. Surveys and interviews were used to collect data to answer the following research questions: (1) Who attends the RET program? (2) In what ways do elementary teachers differ from middle/secondary teachers with respect to their motivation for attending the RET program and their expectations about the program? (3) In what ways do elementary teachers differ from middle/secondary teachers with respect to implementing changes to their teaching practices due to RET program attendance? Survey results indicated significant differences between elementary teachers and secondary education teachers with respect to their expectations about the program, and changes to their teaching practices. Interview results provided support to survey findings. Implications for professional development and science teacher education are discussed in relationship with the current study findings.}, number={2}, journal={Journal of Science Teacher Education}, publisher={Informa UK Limited}, author={Pop, Margareta M. and Dixon, Patricia and Grove, Crissie M.}, year={2010}, month={Mar}, pages={127–147} }
 @article{grove_dixon_pop_2009, title={Research experiences for teachers: influences related to expectancy and value of changes to practice in the American classroom}, volume={35}, ISSN={1941-5257 1941-5265}, url={http://dx.doi.org/10.1080/13674580802532712}, DOI={10.1080/13674580802532712}, abstractNote={This qualitative study examines one professional development program and how this experience affects teachers’ thoughts about planning and science teaching practices specific to the elements focused on during the program. The program supports 13 American K–12 teachers, selected from across the nation, to spend six weeks with a mentor scientist in a nationally recognized science laboratory in the southeastern United States. The Research Experiences for Teachers program features are specifically designed to encourage reflective planning based on teachers’ understanding of inquiry, experimental design, the nature of science, process skills and communication. Results of this study include teachers’ increase in positive and accurate statements concerning implementing research‐based science practices (e.g. inquiry‐based learning) and one case study that demonstrates one teacher’s Research Experiences for Teachers experience and changes made to her classroom practices after attending the program.}, number={2}, journal={Professional Development in Education}, publisher={Informa UK Limited}, author={Grove, Crissie M. and Dixon, Patricia J. and Pop, Margareta M.}, year={2009}, month={Jun}, pages={247–260} }
 @article{pop_turner_2009, title={To be or not to be … a teacher? Exploring levels of commitment related to perceptions of teaching among students enrolled in a teacher education program}, volume={15}, ISSN={1354-0602 1470-1278}, url={http://dx.doi.org/10.1080/13540600903357017}, DOI={10.1080/13540600903357017}, abstractNote={The present study explored the relationships of preservice teachers’ levels of commitment to teaching and their beliefs and perceptions of teaching as a career. Participants were undergraduate students enrolled in a teacher education program at a major university in the southeast. Sixty‐seven preservice teachers completed a survey in which they rated the importance of 20 factors for influencing their choice of career. Additionally, among the survey respondents, nine students were selected from three groups of preservice teachers for in‐depth interviews: (1) students who were currently considering teaching as a career choice, (2) students who were undecided about their future teaching career, and (3) students who were no longer considering teaching as a career. Overall, findings from this study revealed that preservice teachers’ understanding of their goal of becoming teachers and interpretations of their motivation for teaching were unique, yet the types of influences on their career choices were similar across participants’ stories.}, number={6}, journal={Teachers and Teaching}, publisher={Informa UK Limited}, author={Pop, Margareta Maria and Turner, Jeannine E.}, year={2009}, month={Nov}, pages={683–700} }
 @article{roehrig_guidry_bodur_guan_guo_pop_2008, title={Guided Field Observations: Variables Related to Preservice Teachers' Knowledge about Effective Primary Reading Instruction∗}, volume={47}, ISSN={1938-8071 1938-8063}, url={http://dx.doi.org/10.1080/19388070801938247}, DOI={10.1080/19388070801938247}, abstractNote={Relations between preservice teachers' guided field observations of primary literacy instruction and knowledge about effective beginning reading practices were explored. Preservice teachers (n = 48) participated in a Directed Field Experience course including instruction on and observations of exemplary teaching practices promoting student engagement and literacy achievement. Correlations, calculated between the quantity of exemplary reading instruction practices observed by preservice teachers and the accuracy of observations with their knowledge about effective beginning literacy instruction, suggest guided field observations of exemplary practices may positively impact preservice teachers' knowledge of effective early literacy instruction. Observing more exemplary practices was associated with preservice teachers' knowledge acquisition represented in concept maps (r = .368; p = .015). Practices promoting a generally motivating classroom atmosphere were more readily understood by preservice teachers than intricate subtleties of motivating literacy instruction.}, number={2}, journal={Literacy Research and Instruction}, publisher={Informa UK Limited}, author={Roehrig, Alysia D. and Guidry, Lisa O. and Bodur, Yasar and Guan, Qun and Guo, Ying and Pop, Margareta}, year={2008}, month={Mar}, pages={76–98} }
 @article{losh_wilke_pop_2008, title={Some Methodological Issues with “Draw a Scientist Tests” among Young Children}, volume={30}, ISSN={0950-0693 1464-5289}, url={http://dx.doi.org/10.1080/09500690701250452}, DOI={10.1080/09500690701250452}, abstractNote={Children’s stereotypes about scientists have been postulated to affect student science identity and interest in science. Findings from prior studies using “Draw a Scientist Test” methods suggest that students see scientists as largely white, often unattractive, men; one consequence may be that girls and minority students feel a science career is “not like me”. However, a major shortcoming in prior research is that scholars have asked children to draw only scientists, thus making interpretations of earlier research findings ambiguous. We added other professionals to compare how 616 drawings of teachers, scientists, and veterinarians by 206 elementary school children varied by student gender, ethnicity, and grade. Students made clear distinctions: drawing teachers as most attractive and largely female, and scientists as most often male and least attractive. Aspects of the drawings suggest that scientists do have an “image problem” among children. However, large sex differences in the drawings and often‐unrecognizable gender figures in boys’ pictures lead us to question use of the “Draw a Scientist Test” as a projective test among young children.}, number={6}, journal={International Journal of Science Education}, publisher={Informa UK Limited}, author={Losh, Susan C. and Wilke, Ryan and Pop, Margareta}, year={2008}, month={May}, pages={773–792} }