In this web seminar, leaders in science teacher education will share the latest syntheses of research on preparing elementary and secondary science teachers and cultivating science teacher leadership. Presenters are authors of chapters in the forthcoming Handbook of Research on Science Teacher Education, which offers a contemporary and thorough review of research relating directly to the preparation, induction, and career-long professional learning of K–12 science teachers.

In this web seminar, leaders in science teacher education will share the latest syntheses of research on preparing elementary and secondary science teachers and cultivating science teacher leadership. Presenters are authors of chapters in the forthcoming Handbook of Research on Science Teacher Education, which offers a contemporary and thorough review of research relating directly to the preparation, induction, and career-long professional learning of K–12 science teachers.

In this web seminar, leaders in science teacher education will share the latest syntheses of research on preparing elementary and secondary science teachers and cultivating science teacher leadership. Presenters are authors of chapters in the forthcoming Handbook of Research on Science Teacher Education, which offers a contemporary and thorough review of research relating directly to the preparation, induction, and career-long professional learning of K–12 science teachers.

In this web seminar, leaders in science teacher education will share the latest syntheses of research on preparing elementary and secondary science teachers and cultivating science teacher leadership. Presenters are authors of chapters in the forthcoming Handbook of Research on Science Teacher Education, which offers a contemporary and thorough review of research relating directly to the preparation, induction, and career-long professional learning of K–12 science teachers.

According to the K-12 Framework for Science Education, “any education in science and engineering needs to develop students’ ability to read and produce domain-specific text. As such, every science or engineering lesson is in part a language lesson, particularly reading and producing the genres of texts that are intrinsic to science and engineering.” (NRC Framework, 2012, p. 76)   This aspect is central to SEP #8 which is Obtaining, Evaluating, and Communicating Information. Included within this practice is the need for students to:

According to the K-12 Framework for Science Education, “any education in science and engineering needs to develop students’ ability to read and produce domain-specific text. As such, every science or engineering lesson is in part a language lesson, particularly reading and producing the genres of texts that are intrinsic to science and engineering.” (NRC Framework, 2012, p. 76)   This aspect is central to SEP #8 which is Obtaining, Evaluating, and Communicating Information. Included within this practice is the need for students to:

According to the K-12 Framework for Science Education, “any education in science and engineering needs to develop students’ ability to read and produce domain-specific text. As such, every science or engineering lesson is in part a language lesson, particularly reading and producing the genres of texts that are intrinsic to science and engineering.” (NRC Framework, 2012, p. 76)   This aspect is central to SEP #8 which is Obtaining, Evaluating, and Communicating Information. Included within this practice is the need for students to:

According to the K-12 Framework for Science Education, “any education in science and engineering needs to develop students’ ability to read and produce domain-specific text. As such, every science or engineering lesson is in part a language lesson, particularly reading and producing the genres of texts that are intrinsic to science and engineering.” (NRC Framework, 2012, p. 76)   This aspect is central to SEP #8 which is Obtaining, Evaluating, and Communicating Information. Included within this practice is the need for students to: