Search results for author:"Nicole A. Shea"
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Climate Change Professional Development: Design, Implementation, and Initial Outcomes on Teacher Learning, Practice, and Student Beliefs
Journal of Science Teacher Education Vol. 27, No. 3 (2016) pp. 235–258
In this work, we present the design, implementation, and initial outcomes of the Climate Academy, a hybrid professional development program delivered through a combination of face-to-face and online interactions, intended to prepare formal and...
Journal of the Learning Sciences Vol. 22, No. 1 (2013) pp. 7–32
Learning progressions (LPs) are theoretical models of how learners develop expertise in a domain over extended periods of time. Recent policy reports have touted LPs as a promising approach to aligning standards, curriculum, and assessment. However, ...