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Impact of a Multi-Institutional Curriculum Development Project on Disciplinary Science Faculty

Abstract

"This study addresses the impact of a multi-institutional collaboration among disciplinary science faculty to develop undergraduate content courses for future elementary teachers in biology and geology. We report evidence of faculty change in
three key areas: (1) Knowledge and beliefs about science teaching and learning; (2) Knowledge and beliefs about K12 teachers and teaching; and (3) Knowledge and beliefs about collaborative practices of effective groups. We also describe evidence of institutional changes initiated and implemented by the faculty as a consequence of the curriculum development project."

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