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Call for Abstracts

Teaching and Learning Online: Science for Early Childhood and Elementary Grade Levels


Teaching and Learning Online: Science for Secondary Grade Levels

Co-Editors:  Franklin S. Allaire, Ph.D. - University of Houston-DowntownJennifer E. Killham, Ph.D. - University of La Verne

Even before the current pandemic, the expansion of online environments for education posed logistical and pedagogical challenges for early childhood and elementary science teachers and learners. Since the 1990s, the adoption of online coursework across both EC-12 has increased (Darby & Lang, 2019), even during economic downturns, as documented in the report Grade Increase (2018)compiled by the Babson Survey Research Group. Yet, EC-12 teachers report feeling underprepared or overwhelmed by online learning environments. Additionally, early childhood and elementary teachers’ lack of confidence and low science teaching self-efficacy is a well-documented and a persistent challenge (Brigido, Borrachero, Bermejo, & Mellado, 2013; Gunning & Mensah, 2011).

How do we, as science teachers, deliver enactive mastery experiences in an online environment that leads to age/grade-level appropriate science content knowledge and literacy, but also collaborative experiences in the inquiry process and the nature of science?

With research-based chapters, lesson plans, and cases/disputes, these edited books will serve as supplementary texts for university teacher preparation courses and graduate programs focused on science teaching as well as a resource for in-service educators. These books will address why and how teachers use online environments to teach science content and work with students through a research-based foundation. See the attached PDF or click this link for the full CFA

Interested authors should submit an abstract of 1,000 to 2,000 words describing their proposed manuscript (chapter, lesson plan, and/or case/dispute) by October 15th, 2020. To avoid redundancy, the editors will include a general description of COVID-19 and its impact on society and education in the introduction of the books.  

Submit abstracts via this online submission link

E-mail inquiries to Franklin S. Allaire and Jennifer E. Killham at

Call for Associate Editor, 2021

CSOTTE seeks applications for the Editorial Board of TxEP: Texas Educator Preparation, the official journal of the CSOTTE. The purpose of TxEP is to provide a venue for discussion and analysis of Texas educator preparation issues. The journal serves to disseminate research, topics pertinent to teacher preparation, best practices, and professional application. Submitted manuscripts undergo a double-blind review process and must be previously unpublished. The 2021 TxEP edition will welcome an Associate Editor who is willing to serve a three-year term, progressing from Associate Editor (year 1) to Managing Editor (year 2) and then to an advisor role (year 3). The Managing Editor serves as an ex officio (non-voting) member of the CSOTTE Board and attends four board meetings (three in Austin and the summer board retreat-location TBD). Full details about the position are in the file below:

TxEP Call for Associate Editor 2021.pdf

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