Tammy Kolbe of the University of Vermont (IMAGE)

University of Vermont

Tammy Kolbe of the University of Vermont

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Tammy Kolbe, assistant professor of educational leadership and policy studies at the University of Vermont found a teacher's educational background in science was a key determinate of whether or not they used hands-on, inquiry-oriented instruction methods, offering new evidence for why U.S. students may lag behind their global peers in scientific literacy.

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Credit: (Photo: David Seaver)

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