Success of a Professional-Development Model in Assisting Teachers to Change Their Teaching to Match the More Emphasis Conditions Urged in the National Science Education Standards
| Autor: | Stuart O. Yager, Larry L. Kimble, Robert E. Yager |
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| Rok vydání: | 2006 |
| Předmět: |
Scope (project management)
Teaching method 05 social sciences Professional development Learning standards 050401 social sciences methods 050301 education Science teachers National Science Education Standards Science education Education 0504 sociology Political science Pedagogy Math wars 0503 education |
| Zdroj: | Journal of Science Teacher Education. 17:309-322 |
| ISSN: | 1573-1847 1046-560X |
| DOI: | 10.1007/s10972-006-9022-7 |
| Popis: | Lead teachers were a major part of a staff-development program first offered in 1983 for science teachers in Iowa. Later, the National Science Teachers Association (NSTA) reform project called Scope, Sequence, and Coordination (SS&C) involved 20 school districts and worked annually with new teachers involved during the 7-year funding period, 1990–1997. Eight lead teachers, who provided assistance to staff teams, were studied in 1998 and 2000 to determine how their teaching practices changed during the 3 years following funding. The results indicated that the eight teachers have continued to grow in terms of constructivist strategies beyond the funding period and in ways illustrating that the kind of teaching advocated by the National Science Education Standards (National Research Council, 1996). |
| Databáze: | OpenAIRE |
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