Research Overview

The STeLLA CO2 project brought together stakeholders from three undergraduate secondary science education programs in Colorado, tasked with mentoring preservice science teachers (PSTs).

Our cross-stakeholder teams: Faculty members who taught undergraduate science courses; faculty members who taught secondary preservice education courses; and mentor teachers (MTs) who supported PSTs’ field experiences.

Our theory of change:

  • Our theory of change highlights how stakeholder roles shifted as part of our community-driven model for supporting coherence in PST programs.
  • Phase 0 (Status quo): University education and science faculty are loosely connected due to their affiliation, while mentor teachers often have working relationships with education faculty or their designates.
  • Phase 1: BSCS facilitates collaboration among team members, as they develop a shared vision for effective science teaching using STeLLA.
  • Phase 2: BSCS supports university teams in developing unique plans to enhance the effectiveness and coherence of their program. Team members adopt different roles to achieve desired outcomes.
  • Phase 3: Teams lead the implementation of their plans with support from BSCS.
Informational graphic showing the status quo and BSCS theory of change in three phases

Review some of the papers that we have written about our work.

Research and Conference Papers

NARST 2024

NARST 2021

ASTE 2024

ASTE 2021


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