Entire Issue

Michael Kamen
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Time, staff, and contents pages

Michael Kamen
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Editorial: Taking Back Science

Michael Kamen
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A Model of Inquiry for Teaching Earth Science

Eric J. Pyle
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Using the Reflective Teaching Model in a Year-long Professional Development: A Case Study of a Second Year Urban Elementary Teacher

Molly Weinburgh, Kathy Smith, Jennifer Clark (pseudonym)
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Match-Making to Enhance the Mentoring Relationship in Student Teaching: Learning from a Simple Personality Instrument

Lucretia Tripp, Ed.D., Charles Eick, Ph.D.
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What Makes a Topic Interesting? A Conceptual and Methodological Exploration of the Underlying Dimensions of Topic Interest

Su Swarat
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The Impact of a Field-Based, Inquiry-Focused Model of Instruction on Preservice Teachers’ Science Learning and Attitudes

Gwen Nugent, Gina Kunz, Richard Levy, David Harwood, Deborah Carlson
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Students’ Creation and Interpretation of Circuit Diagrams

Jill Marshall
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Ascribing Legitimacy: Pre-service Teachers Construction of Science Teaching Expertise in Multiple Communities

Randy K. Yerrick, Ph.D., Rebecca Ambrose, Ph.D., Jennifer Schiller
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Beliefs and Reported Science Teaching Practices of Elementary and Middle School Teacher Education Majors from A Historically Black College/University and a Predominately White College/University

Gili Marbach-Ad, J. Randy McGinnis, Scott Jackson Dantley, Ph.D.
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Preschool Teacher-Child Verbal Interactions in Science Teaching

Tsung-Hui Tu, Ph.D., Wei-Ying Hsiao,Ed.D.
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