Julie A Luft
Biographic Data
| ID | 6100322 |
|---|---|
| NAME | Julie A Luft |
| GIVEN NAMES | Julie A |
| FAMILY NAME | Luft |
| SIGNATURE | LUFT J A |
| AFFILIATIONS | University of Georgia |
| ORCID | 0000-0002-6867-4736 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Out-of-field teaching and professional learning opportunities
Science teachers in the United States are consistently aspiring to the vision of science instruction that is based on A Framework for K-12 Science Education [Framework]. While enacting this vision in the science classroom is challenging for most science teachers, it is especially challenging for newly hired and out-of-field (OOF) teachers. Providing these science teachers with targeted professional learning opportunities is important if they are …
Practices, Attributes, and Knowledge of District Science Coordinators
District science coordinators (DSCs) in the United States are essential in supporting the vision of standards-based science teaching. As leaders, the responsibilities associated with their positions vary and little is known about the practices, attributes, and knowledge (PAKs) they need to engage in their positions. In this study, 19 DSCs were interviewed in order to describe the PAKs they found important in their work. Their responses were induc…
Identifying How District Science Coordinators Leverage Their Capital to Monitor and Promote Equity
Promoting equity in science education is required to address persistent inequities, and the implementation of three‐dimensional (3D) science instruction is a small step toward this goal. District science coordinators (DSCs) utilize cultural, social, and economic capital to support K‐12 teachers in standards‐based reform efforts, including the implementation of 3D science instruction. This exploratory multiple‐case study followed three DSCs partic…
The hurricane was gritando ’
Science teachers’ implementation of science and engineering practices in different instructional settings
This article explores science teachers' implementation of science and engineering practices (SEPs) under different instructional settings. We compared the number of SEPs science teachers reported using in face-to-face instruction (traditional), online-only instruction (virtual), or HyFlex instruction (synchronously online and in-person) from August 2020 to May 2021. Records and artefacts of the teachers' instructional practices were collected ove…
Relationships between undergraduate instructors' conceptions of how students learn and their instructional practices
Supporting changes in undergraduate science, technology, engineering, and mathematics (STEM) instruction requires an understanding of the relationship between STEM instructors' conceptions and practices. In this study, the authors used the Teacher‐Centered Systematic Reform (TCSR) model as a framework to understand how instructors' conceptions are related to their instructional practices. This multiple methods study included interviews and classr…
The first 5 years of teaching science
The early years of teaching are important for science teachers, but little is known about how science teachers develop professionally in their early years. This mixed methods study took a longitudinal view of the early years of teaching. Following 95 secondary science teachers over a 5‐year period, this study examined the beliefs, pedagogical content knowledge (PCK), and practices of the teachers during and after their induction programming. It d…
The development of ePCK of newly hired in-field and out-of-field teachers during their first three years of teaching
This study explored the potential impact of teaching outside of one’s field of expertise. This longitudinal cross-case study examined the development of enacted pedagogical content knowledge (ePCK) among a group of in-field and out-of-field (OOF) physical science teachers during their first 3 years of teaching. The components of ePCK investigated included the knowledge and skills related to conceptual teaching strategies and student understanding…
Creating a Continuum
The call for support of beginning teachers has ebbed and flowed over the years with the tide of educational reform. Recently, the call has taken on a more urgent and distinct tenor, focusing on specialized support for secondary teachers. This paper reviews social studies education literature in view of making the case for specialized support programs for beginning secondary social studies teachers. The authors argue that creating a teacher educat…
Creating a Continuum
The call for support of beginning teachers has ebbed and flowed over the years with the tide of educational reform. Recently, the call has taken on a more urgent and distinct tenor, focusing on specialized support for secondary teachers. This paper reviews social studies education literature in view of making the case for specialized support programs for beginning secondary social studies teachers. The authors argue that creating a teacher educat…
Creating a Continuum
The call for support of beginning teachers has ebbed and flowed over the years with the tide of educational reform. Recently, the call has taken on a more urgent and distinct tenor, focusing on specialized support for secondary teachers. This paper reviews social studies education literature in view of making the case for specialized support programs for beginning secondary social studies teachers. The authors argue that creating a teacher educat…
The development of ePCK of newly hired in-field and out-of-field teachers during their first three years of teaching
This study explored the potential impact of teaching outside of one’s field of expertise. This longitudinal cross-case study examined the development of enacted pedagogical content knowledge (ePCK) among a group of in-field and out-of-field (OOF) physical science teachers during their first 3 years of teaching. The components of ePCK investigated included the knowledge and skills related to conceptual teaching strategies and student understanding…
The first 5 years of teaching science
The early years of teaching are important for science teachers, but little is known about how science teachers develop professionally in their early years. This mixed methods study took a longitudinal view of the early years of teaching. Following 95 secondary science teachers over a 5‐year period, this study examined the beliefs, pedagogical content knowledge (PCK), and practices of the teachers during and after their induction programming. It d…
Relationships between undergraduate instructors' conceptions of how students learn and their instructional practices
Supporting changes in undergraduate science, technology, engineering, and mathematics (STEM) instruction requires an understanding of the relationship between STEM instructors' conceptions and practices. In this study, the authors used the Teacher‐Centered Systematic Reform (TCSR) model as a framework to understand how instructors' conceptions are related to their instructional practices. This multiple methods study included interviews and classr…
Science teachers’ implementation of science and engineering practices in different instructional settings
This article explores science teachers' implementation of science and engineering practices (SEPs) under different instructional settings. We compared the number of SEPs science teachers reported using in face-to-face instruction (traditional), online-only instruction (virtual), or HyFlex instruction (synchronously online and in-person) from August 2020 to May 2021. Records and artefacts of the teachers' instructional practices were collected ove…
The hurricane was gritando ’
Out-of-field teaching and professional learning opportunities
Science teachers in the United States are consistently aspiring to the vision of science instruction that is based on A Framework for K-12 Science Education [Framework]. While enacting this vision in the science classroom is challenging for most science teachers, it is especially challenging for newly hired and out-of-field (OOF) teachers. Providing these science teachers with targeted professional learning opportunities is important if they are …
Practices, Attributes, and Knowledge of District Science Coordinators
District science coordinators (DSCs) in the United States are essential in supporting the vision of standards-based science teaching. As leaders, the responsibilities associated with their positions vary and little is known about the practices, attributes, and knowledge (PAKs) they need to engage in their positions. In this study, 19 DSCs were interviewed in order to describe the PAKs they found important in their work. Their responses were induc…
Identifying How District Science Coordinators Leverage Their Capital to Monitor and Promote Equity
Promoting equity in science education is required to address persistent inequities, and the implementation of three‐dimensional (3D) science instruction is a small step toward this goal. District science coordinators (DSCs) utilize cultural, social, and economic capital to support K‐12 teachers in standards‐based reform efforts, including the implementation of 3D science instruction. This exploratory multiple‐case study followed three DSCs partic…
Mathematics education (6 works) · Pedagogy (6 works) · Psychology (6 works) · Science education (6 works) · Science Education and Pedagogy (5 works) · Sociology (5 works) · Educator Training and Historical Pedagogy (3 works) · Indigenous and Place-Based Education (3 works) · Professional development (3 works) · Teaching method (3 works)