Meredith A. Park Rogers
Indiana University
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Publication
Featured researches published by Meredith A. Park Rogers.
Journal of Science Teacher Education | 2009
Sandra K. Abell; Meredith A. Park Rogers; Deborah L. Hanuscin; Michele H. Lee; Mark J. Gagnon
Science education doctoral programs often fail to address a critical piece—the explicit attention to the preparation of future science teacher educators. In this article, we argue that, in addition to developing skills and a knowledge base for research, doctoral students must be given the opportunity to observe, practice, and reflect on the pedagogical knowledge necessary to instruct science teachers. In particular, we contend that the construct of pedagogical content knowledge (PCK) can be adapted to the context of knowledge for teaching science teachers. We use the PCK construct to propose a model for the development of knowledge for teaching science teachers, grounded in our experiences as doctoral students and faculty mentors. We end by recommending a vision for doctoral preparation and a new standard to be included in the ASTE Professional Knowledge Standards for Science Teacher Educators.
Journal of Science Teacher Education | 2010
Meredith A. Park Rogers; Sandra K. Abell; Rose M. Marra; Fran Arbaugh; Kristen L. Hutchins; James S. Cole
Just as individual teachers have orientations to teaching and learning science that influence their practice, we assert that professional development (PD) projects also have an orientation that guides the design and implementation of the entire project; a construct we term “PD Project Orientation”. The purpose of this study was to validate the existence of this new construct. Using various data sources from nine PD projects we generated and characterized five PD project orientations. We illustrate the characteristics of each orientation with descriptions from specific projects and show the frequency of the orientations and how these orientations were emphasized within each PD project. This study has implications for those designing and implementing PD for science teachers, as well as PD evaluators.
Studying Teacher Education | 2016
Jared Allen; Meredith A. Park Rogers; Rebecca Borowski
Abstract It is often assumed that graduate students will develop as teacher educators simply by participating in a doctoral program. However, research has shown that doctoral students find the shift from teaching K-12 to preparing teachers to be a difficult transition. Within the context of a doctoral program community of practice established specifically for the purpose of examining this transition through self-study research, we sought to understand the shift in identity of a novice teacher educator working as an early field experience instructor with elementary science and mathematics preservice teachers. Our findings indicate that the process of self-study research, when supported within a community of practice, offered Jared the opportunity to recognize different aspects of his shifting professional identity, the dominance of particular aspects of his identity in certain situations, and the impact this was having on his students’ development as teachers. Developing this awareness of his adapting professional teaching identity from a classroom teacher to a teacher educator should help as he continues to develop his knowledge and skills working with teachers in different contexts and at different grade levels. Implications for how teacher education programs could better support the professional identity development of novice teacher educators through the use of a self-study focused community of practice are discussed.
Science Education | 2008
Meredith A. Park Rogers; Sandra K. Abell
International Journal of Science and Mathematics Education | 2011
Meredith A. Park Rogers; Dionne I. Cross; Melissa Gresalfi; Amy E. Trauth-Nare; Gayle A. Buck
Studies in Educational Evaluation | 2007
Sandra K. Abell; John K. Lannin; Rose M. Marra; Mark Ehlert; James S. Cole; Michele H. Lee; Meredith A. Park Rogers; Chia-Yu Wang
International Journal of Science and Mathematics Education | 2011
Rose M. Marra; Fran Arbaugh; John K. Lannin; Sandra K. Abell; Mark Ehlert; Rena Smith; Dominike Merle-Johnson; Meredith A. Park Rogers
Journal of Research in Science Teaching | 2011
Vanashri Nargund-Joshi; Meredith A. Park Rogers; Valarie L. Akerson
Science and Children | 2007
Meredith A. Park Rogers; Mark J. Volkmann; Sandra K. Abell
Studying Teacher Education | 2014
Heidi Wiebke; Meredith A. Park Rogers