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Allan, G., & Powell, N. (2007, December). Examining the Underlying Principles of Enquiry-Based Learning: Two Instances of where Learning Sessions Start and End.

International Journal of Learning, 14(8), 157-165.

Retrieved June 27, 2008, from Education Research Complete database.

Allan, G., & Powell, N. (2007, December). Examining the Underlying Principles of Enquiry-Based Learning: Two Instances of where Learning Sessions Start and End.

International Journal of Learning, 14(8), 157-165.

Retrieved June 27, 2008, from Education Research Complete database.

Alton-Lee, A. (2003). Quality teaching for diverse students in schooling: Best evidence synthesis.

Wellington, NZ: New Zealand Ministry of Education.

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research. Journal of Research in Science Teaching, 38(1), 3-16.

Aoki, J., Foster, A., & Ramsey, J. (2005, October).

Inquiry perceptions held by responding Greater Houston-Area science supervisors. The Texas Science Teacher, 34(2), 17-22.

Arenson, K.W. (2004, February 10). Study says U.S. should

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Education, 17, 265-278.

Bolyard, J.J. & Moyer-Packenham, P.S. (2006). A review of the literature on mathematics and science teacher quality. Peabody Journal of Education, 83, 509-535.

Bonnstetter, R.J. (1998). Inquiry: Learning from the

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Science Education, 3(1), 130-136.

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Buck, G.A, Latta, M.A.M., & Leslie-Pelecky, D.L. (2007).

Learning how to make inquiry into electricity and magnetism discernible to middle level teachers.

Journal of Science Teacher Education, 18, 377-397.

Burrowes, P. (2003). A student-centered approach to

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Bybee, R.W. (2000). Teaching science as inquiry. In J.

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Washington, D.C.: American Association for the Advancement of Science.

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Chang, C.Y. & Mao, S.L. (1999). Comparison of Taiwan science students’ outcomes with inquiry-group versus

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the annual meeting of the Association for the Education of Teachers in Science, Akron, OH.

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Improving science inquiry with elementary students of diverse backgrounds. Journal of Research in Science Teaching, 42(3), 337-357.

Darling-Hammond, L. (2000). Teacher quality and student

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Education Policy Analysis Archives. Journal of Science Teacher Education, 8(1), 377-397.

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Ebert-May, D., Brewer, C., & Allred, S. (1997).

Innovation in large lectures- Teaching for active learning. Bioscience, 47(9), 601-607.

Eick, C.J & Reed, C.J. (2002). What makes an inquiryoriented science teacher? The influence of learning histories on student teacher role identity and practice. Science Education, 86(3), 401-416.

Eisenhart, M.A, Finkel, E., & Marion, S.F. (1996).

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examination. American Educational Research Journal, 33, 261-295.

Escalada, L.T., & Zollman, D. A. (1997). An investigation on the effects of using interactive digital video in a physics classroom on student learning and attitudes.

Journal of Research in Science Teaching, 34(5), 467Flick, L.B. (2000). Cognitive scaffolding that fosters

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Flick, L.B., Keys, C.W., Westbrook, S.L., Crawford, B.A., & Cames, N.G. (1997, March 22). Perspectives on InquiryOriented Teaching Practice: Conflict and Clarification. (ERIC Document Reproduction Service No.

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Freedman, M.P. (1997). Relationship among laboratory instruction, attitude toward science, and achievement in science knowledge. Journal of Research in Science Teaching, 34(5), 342-357.

French, D. (2003). Addressing the middle grades gap. The

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Glass, G.V. (1976). Primary, secondary and meta-analysis of research. Educational Researcher, 5, 3-8.

Goldhaber, D.D & Brewer, D.J. (1997). Evaluating the effect of teacher degree level on educational performance. In W.J. Fowler (Ed.), Developments in school finance, 1996 (pp. 197-210).

Grigg, W.S., Lauko, M.A., and Brockway, D.M. (2006). The Nation’s Report Card: Science 2005 (NCES 2006–466).

U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office.

Goldhaber, D.D & Brewer, D.J. (1998). When should we

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80(134), 136-138.

Goldhaber, D.D & Brewer, D.J. (2000). Does teacher certification matter? High school teacher certification status and student achievement.

Educational Evaluation and Policy Analysis, 22(2), 129-146.

Gonzales, P., Williams, T., Jocelyn, L., Roey, S.,

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TIMSS 2007: Mathematics and Science Achievement of U.S. Fourth-and Eighth-Grade Students in an International Context (NCES 2009-001). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.

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Haefner, L.A., & Zembal-Saul, C. (2004). Learning by doing? Prospective elementary teachers’ developing understandings of scientific inquiry and science teaching and learning. International Journal of Science Education, 26(13), 1653-1674.

Haney, J.J., Lumpe, A.T., Czerniak, C.M, & Egan, V.

(2002). From beliefs to actions: The beliefs and actions of teachers implementing change. Journal of Science Teacher Education, 13(3), 171-187.

Harms, N., & Kahl, S. (1980). Project synthesis. A final report submitted to the National Science Foundation.

Boulder, CO: University of Colorado.

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Contemporary Education, 57, 181-183.

Hodson, D. (1999). Building a case for a sociocultural and inquiry-oriented view of science education.

Journal of Science Education and Technology, 8(3), 241-249.

Hurd, P.D., Bybee, R.W., Kahle, J.B., & Yager, R.E.

(1980). Biology education in secondary schools of the United States. The American Biology Teacher, 42(7), 388-410.

Hyman, H.H. (1972). Secondary analysis of sample surveys:

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elementary teacher. Journal of Research in Science Teaching, 38(6), 631-645.

Kluger-Bell, B. (1999). Recognizing inquiry: Comparing

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Science Foundation (Ed.), Inquiry thoughts, views, and strategies for the K-5 classroom (pp.39-50).

Arlington, VA: National Science Foundation.

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instructional strategies on ninth-grade students’ skills of data interpretation and concept formation.

Unpublished report, National Science Council No.


Martin, M.O, Mullis, I., Gonzalez, E.J., Chrostowski, S.J.

(2004). TIMSS 2003 International Science Report:

Findings from IEA’s trends in international mathematics and science study at the fourth and eighth grades. TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College.

Martin-Hauser, L. (2002). Defining inquiry. The Science Teacher, 69(2), 34-37.

Mattern, N., & Schau, C. (2002). Gender differences in science attitude-achievement relationships over time

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Education, 83(5), 804-810.

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Monk, D.H. (1994). Subject area preparation of secondary mathematics and science teachers and student achievement. Journal of Teacher Education, 49, 165Morell, P.D., & Lederman, N.G. (1998). Students’

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teaching inquiry in elementary science methods.

Journal of Science Teacher Education, 15(4), 257-279.

Okebukola, P.A. (1987). Students’ performance in practical chemistry: A study of some related factors.

Journal of Research in Science Teaching, 24(2), 119Oliver-Hoyo, M., Allen, D. and Anderson, M. (2004).

Inquiry-guided instruction practical issues of implementation. Journal of college Science Teaching, 33(6), 20-24.

Oliver-Hoyo, M. & Allen, D. (2005). Attitudinal effects of a student-centered active learning environment.

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Olson, J.F., Martin, M.O., & Mullis, I.V.S. (Eds.).

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Mathematics, 100(5), 236-242.

Pederson, J.E., & Totten, S. (2001). Beliefs of science teachers toward the teaching of science/technological/social issues: Are we addressing National Standards? Bulletin of Science, Technology and Society, 21(5), 376-393.

Plourde, L. (2002). The influence of student teaching on preservice elementary teachers’ science self-efficacy

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Economic Policy Institute.

Roth, K.J., Druker, S.L., Garnier, H.E., Lemmens, M., Chen, C., Kawanaka, T., Rasmussen, D., Trubacova, S., Warvi, D., Okamoto, Y., Gonzales, P., Stigler, J., and

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American Association for the Advancement of Science.

Saderholm, J.C., & Tretter, T.R. (2008). Identification of the most critical content knowledge base for middle school science teachers. Journal of Science Teacher Education, (19), 269-283.

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Academic Publishers.

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Settlage, J. (2007). Demythologizing science teacher education: Conquering the false ideal of open inquiry. Journal of Science Teacher Education, 18, 461-467.

Seymour, E. (2002). Tracking the processes of change in U.S. undergraduate education in science, mathematics, engineering, and technology. Science Education, 85 (6), 79-105.

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