<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Frackson Mumba</style></author><author><style face="normal" font="default" size="100%">Simeon  Mbewe</style></author><author><style face="normal" font="default" size="100%">Selena  Sasser</style></author><author><style face="normal" font="default" size="100%">Vivien  M. Chabalengula</style></author><author><style face="normal" font="default" size="100%">Erin  Wilson-Miles</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">RESIDENT SCIENTISTS’ CURRICULUM AND INSTRUCTIONAL DECISIONS FOR HIGH SCHOOL CLASSROOMS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">instruction</style></keyword><keyword><style  face="normal" font="default" size="100%">resident scientist</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1399915014.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">17</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This study explored Resident Scientists’ curriculum, instructional and assessment decisions for high school classrooms. We also attempted to find out the factors that influenced their decisions. A sample comprised eight Resident Scientists who were providing science content knowledge and pedagogical support to teachers in schools through the National Science Foundation (NSF) GK-12 outreach project in the Midwest of the USA. Data were collected through an open-ended questionnaire. Results show that Resident Scientists made short-termed decisions on curriculum, instruction and assessment for high school classrooms. Their decisions were mainly influenced by partner teachers, textbooks, and antecedent factors. Moreover, their decisions encompassed elements of accountability in the school system. They also exhibited lack of knowledge about the USA Science Education Standards. However, their decisions were within the framework that integrated content and pedagogical support to teachers. The findings have implications for science teaching and learning and the NSF GK-12 program. </style></abstract><work-type><style face="normal" font="default" size="100%">Original Article</style></work-type><section><style face="normal" font="default" size="100%">125-133</style></section></record></records></xml>