Announcements

March for Science

The March for Science in Washington, DC and affiliate marches all over the world will take place on April 22, 2017 (Earth Day). ASTE has joined as an official partner with the March for Science and the marches, associated teach-ins and other activities. We encourage you to participate.

The decision by the ASTE Board was based on the recognition that this is an opportunity not only to advocate for science, but also for science teacher education. The March for Science has among its core principles: importance of science as a public good, cutting edge science education, and inclusive science in which the full diversity of people are welcome (https://www.marchforscience.com/mission-and-vision/). These principles parallel the mission of ASTE to promote leadership and support for professionals involved in the education and development of teachers of science.

We will continue to keep members posted about activities related to the March for Science through the ASTE listserv, ASTE Facebook and ASTE Twitter accounts @the_ASTE. If you choose to participate please also share your involvement with and promotion of science teacher education through these venues. We know many of us plan to attend the march in San Antonio.  Regardless of location, if you do march please promote ASTE on your signs and banners!

Thank you for all you do to support science teaching and learning around the world.
Sincerely,

Gillian Roehrig, ASTE President

Malcolm Butler, ASTE Past-president

Tisha Morrell, ASTE President-elect

JSTE, Innovations, and CITE Reviewers

JSTE Reviewers
Innovations Reviewers
CITE Reviewers

Journal of Science Teacher Education (JSTE)

CALL FOR REVIEWERS

This is a formal call to ALL members of the Association for Science Teacher Education (ASTE) who would like to serve on the Editorial Review Board of the

Journal of Science Teacher Education (JSTE). We are seeking both U.S. and International applicants.

JSTE is the flagship journal of the Association for Science Teacher Education. It serves as a forum for disseminating high quality research and theoretical position papers concerning preservice and inservice science teacher education. The journal publishes eight issues per year, featuring empirical research and theoretical articles focused on teacher education that have the potential to improve the teaching and learning of science, professional development, and teacher recruitment and retention at all grade levels.

We are seeking International applicants as well as U.S. applicants, who are ASTE members but may be working in a variety of contexts (i.e., university faculty, graduate students, and science educators working in the private sector). There are two key criteria considered for selection – 1) expertise in science teacher education and 2) experience as an editorial reviewer.

Qualifications:

  • Competence in research and/or methodology within some aspect of science teacher education.
  • Ability to judge the quality of a manuscript within an area of science teacher education.
  • Ability to identify particular strengths and weaknesses of a manuscript and, in a professional manner, offer suggestions for revising manuscripts.
  • Established record of publication in peer-reviewed science education and/or related journals.
  • Established record as an editorial reviewer for peer-reviewed science education journals and/or proposals for professional science education conferences.

Duties and Responsibilities if Selected:

  • Read and evaluate approximately six manuscripts per year.
  • Provide written reports on manuscripts reviewed using the criteria and evaluation form provided by the Editor(s).
  • Review manuscripts within four weeks of receipt.

To apply, please submit electronically the following materials to Norman and Judith Lederman at ledermann@iit.edu by February 20th, 2017

1. A letter of interest that addresses the qualifications listed above, as well as a list of at least four areas of expertise in science teacher education in which you would be comfortable reviewing manuscripts.
2. A two-page vita that emphasizes publications in refereed journals and previous reviewing or editing experience.

 

Innovations in Science Teacher Education

CALL FOR REVIEWERS

This is a formal call to ALL members of the Association for Science Teacher Education (ASTE) who would like to serve on the Editorial Review Board (ERB) for the practitioner journal Innovations in Science Teacher Education (Innovations).

Innovations is an online practitioner development journal of the Association for Science Teacher Education. Innovations is a journal where science teacher educators can share the work they do to prepare preservice science teachers and provide professional development for inservice science teachers. The journal publishes four issues per year, featuring concrete ideas and strategies that are easily replicable by science educators in their own setting, context, and with their unique student population. The activities, ideas and strategies described in the manuscripts must be based on a firm foundation of scholarly work in science education and should describe innovative efforts to advance the field and enhance science teacher education.

We are seeking U.S. and international applicants, who are ASTE members but may at different stages in their careers and/or working in a variety of contexts (i.e., university faculty, graduate students, and formal or informal science educators working in private sector or nonprofit centers focused on science teacher professional development).

Qualifications:

  • Established record of publishing in, or reviewing for, peer-reviewed science education practitioner and/or research journals.
  • Prior experience as a reviewer for grants or other scholarly works.
  • Expertise in teacher education (preservice, induction, and inservice). Areas within these domains can focus on curriculum development, technology, or informal settings.

Duties and Responsibilities if Selected :

  • Read and evaluate approximately 4-6 manuscripts per year.
  • Maintain membership in the Association for Science Teacher Education.
  • Commit to serving on the ERB for three years (ERBs will be reviewed yearly).
  • Provide written reports and formative feedback on submitted manuscripts using the criteria and evaluation form provided by the Editors.
  • Review manuscripts within four weeksof receipt.
  • Provide feedback to the editors about the journal direction and review process.
  • Help recruit high impact authors for the journal.

To apply, please submit electronically in a SINGLE PDF the following materials to Rommel Miranda at Rmiranda@towson.edu by February 20, 2017

  • One-page letter of interestthat includes a list of at least three areas of expertise in science teacher education in which you would be comfortable reviewing manuscripts.
  • Two-page vitathat emphasizes publications in refereed journals, especially practitioner journals, and includes any previous reviewing or editing experience.

 

Contemporary Issues in Technology and Teacher Education (CITE)

CALL FOR REVIEWERS

This is a formal call to ALL members of the Association for Science Teacher Education (ASTE) to serve on the Editorial Review Board (ERB) for the Science Education section of the online journal Contemporary Issues in Technology and Teacher Education (CITE).

The CITE Journal is an online, peer-reviewed journal, established and jointly sponsored by five professional associations (ASTE, AMTE, NCSS, CEE, and SITE). This is the only joint venture of this kind in the field of teacher education. Each professional association has sole responsibility for editorial review of articles in its discipline. The online journal format enables authors to demonstrate the technologies about which they are writing, including video and audio segments, animation, virtual reality, Web links, and simulations. Issues of the journal are available at http://www.citejournal.org.

The Science Education section is committed to publishing articles that demonstrate how science learning is enhanced by the meaningful integration of technology. We are seeking reviewers from diverse backgrounds with experience implementing technology with science teaching. The criteria for being considered as a reviewer is prior reviewing experience as well as a history of peer-reviewed publications.

Qualifications:

  • A record of publishing in peer-reviewed science education and technology integration practitioner and/or research journals.
  • Prior experience as a reviewer (i.e., research journals, grants, or other scholarly works)
  • Expertise in teacher education (pre-service, induction, or in-service). Areas of specialization within these domains can include curriculum development, technology, or informal settings.
  • Are a member of the Association for Science Teacher Education (ASTE).

Duties and Responsibilities:

  • Read and evaluate approximately 2 to 4 manuscripts per year.
  • Commit to serving on the ERB for three years (ERBs are reviewed yearly).
  • Provide written reports and formative feedback on submitted manuscripts using the criteria and evaluation form provided by the Editors.
  • Complete manuscript reviews within four weeks of receipt.
  • Provide feedback to the editors about the journal direction and review process.
  • Help recruit high impact authors and articles for the journal.

Any questions regarding the journal or Editorial Review Board should be directed to Andrea Burrows (Andrea.Burrows@uwyo.edu)  or Tim Slater (tslater@uwyo.edu).

To apply, please submit electronically the following materials to

Andrea Burrows (Andrea.Burrows@uwyo.edu) by March 1st, 2017

  1. A one-page letter of interest that includes a list of at least three areas of expertise in science teacher education and technology in which you would be comfortable reviewing manuscripts.
  2. A one-page vita that emphasizes publications in refereed journals including any previous reviewing or editing experience.

A New Cover for JSTE

The ASTE Publications Committee is pleased to announce a fresh new look for the Journal of Science Teacher Education!

jstecover

In January 2017, we officially make the transition to Routledge of the Taylor and Francis group for the publishing of JSTE.

The new cover will begin with Issue 1 of Volume 28.

Science Teacher Preparation in Content-Based Second Language Acquisition

Edited by Alandeom W. Oliveira & Molly H. Weinburgh

The primary purpose of this book is to provide science teacher educators with exemplars of professional development programs designed to prepare school teachers to effectively help language learners in science classrooms simultaneously gain language proficiency and conceptual understanding. To this end, this book examines seventeen science teacher preparation programs that span a wide variety of grade levels (elementary, middle, and secondary), countries (Italy, Luxemburg, Spain, UK, and US), and linguistic contexts (English as a Second Language, English as a Foreign Language, trilingual classrooms, and teaching deaf children science through sign language). The book is divided into three main parts. Each part consists of chapters that illustrate a common, cross-cutting theme in science teacher preparation in content-based second language acquisition, namely pre-service teacher preparation, in-service teacher preparation, and international perspectives. Each part provides many insights on the similarities and differences in the professional development approaches used to prepare science teaching with varied amounts of instructional experience help students in different parts of the world overcome linguistic barriers while simultaneously learning concepts central to science. Bringing together researchers from various academic backgrounds (science education, TESOL, and Applied Linguistics), attention is given to varied facets of the intersection of science and language learning in the specific context of school teacher preparation.

Available at http://www.springer.com/gp/book/9783319435145

Good News for JSTE

The Journal of Science Teacher Education (JSTE), by virtue of its membership in Scopus (the largest database of peer reviewed journals), is now approved for subsidies by South African authors. In South Africa, and many other countries, authors receive subsidies for articles that they publish in peer-reviewed journals. Until now, South African authors were hesitant to send their manuscripts to JSTE because they would receive no credit for publishing in our journal. The South African government has just approved subsidies for journals included in Scopus because of the quality and notoriety of journals in the database. Our journal has been receiving much more attention internationally because of the clearly international Editorial Board and Editorial Review Board members. The international “flavor” of the journal has been created in our attempts to become ISI accredited. Many countries only give credit to authors if they publish in ISI (Institute of Scientific Information) journals. Hence, our journal achieving this accreditation is of paramount significance. The current rise in JSTE’s status is at least partially due to the work of recent Publications Committee members, including Gillian Roehrig, Valarie Akerson, and Meredith Park Rogers. Much credit also must go to ASTE Past-President Joanne Olson. We are definitely moving in the right direction, with many more exciting ASTE announcements to come over the next few years.

2016 International Conference of East-Asian Association for Science Education (EASE2016 Tokyo)

The 5th international conference of EASE (or East-Asian Association for Science Education) is held on August 26-28, 2016 at Tokyo University of Science, located at the metropolitan area of Tokyo (Shinjuku).

Innovations in Science Education Research & Practice: Strengthening International Collaboration

Important dates:

Abstract Submission: January 15 – April 15, 2016
Registration: March 1 – July 31, 2016

For more information please visit the EASE 2016 TOKYO website.