The Role of Scientists in the Professional Development of Science Teachers (1996) / Chapter Skim
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Appendix D
Appendix D
Pages 189-203
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From page 189... ...
THE TEACHING EXPERIENCE The sources below address issues in the professional lives of K-12 publicschool teachers some of which can be generalized across academic disciplines. As with all professions, the experience of teaching varies with each individual, geographic area, and specific work environment.
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From page 190... ...
Includes current teacher perspectives. THE POLITICS AND SOCIOLOGY OF SCHOOLS The following books describe some of the political and sociological forces influencing today's schools that have shaped many current school reform initiatives.
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From page 191... ...
Haycock asserts that the partnership movement needs to keep its focus primarily on student achievement, to look "beyond pet projects" and build a cohesive movement for reform, and to work toward establishing "a continuum for systematizing teaching and learning excellence in grades K-16." Hart, a teacher of 18 years, discusses "remarkable" academic improvement among minority-group students participating in a model partnership program. Irvine discusses how a "discontinuity" between an African American student's culture inside and outside school can limit achievement.
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From page 192... ...
New York, NY: Crown Publishers. Through research drawn from visits to schools in poor urban areas of several major cities and his earlier experience teaching in the Boston public schools, Kozol documents the racial and economic inequalities that have persisted over the last 25 years.
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From page 193... ...
New York, NY: National Center for Restructuring Education, Schools and Teaching at Teachers College, Columbia University. Describes a problem of "fit" between existing school reform activities and models of professional development.
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From page 194... ...
Arlington, VA: National Science Teachers Association, Society for College Science Teaching. Focuses on lower-division science courses for general education and science majors taken primarily by prospective elementary- and secondary-school teachers.
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From page 195... ...
A part of a series of publications intended to help parents extend their children's learning experiences beyond the classroom. This publication provides science information and activities to help parents engage their children in science learning at home and foster their natural curiosity about their environment.
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From page 196... ...
Offers data related to the underrepresentation of African-Americans, Hispanics, and American Indians in advanced classes, components of programs that have been successful in improving minority-group student achievement, and tools for assessing this progress. Its purpose is to help implement successful prevention and intervention initiatives at the local level.
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From page 197... ...
Gabel, ed. Washington, DC: National Science Teachers Association.
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From page 198... ...
December, 10, 1992, Washington, DC. In December 1990, a committee of diverse professionals formed the Independent Commission on Chapter One to examine the status of economically disadvantaged children in American public schools, to evaluate how Chapter 1 of the Elementary and Secondary Education Act of 1965 has influenced the achievement of these children in school, and to write a new Chapter 1 statute based on their conclusions.
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From page 199... ...
Colorado Springs, CO: BSCS. Provides resources and suggestions for developing secondary and postsecondary science curricula and considers how to teach science as a "process and a way of knowing." Recommends science teaching that encourages students to explore and understand the natural world through inquiry, interest, and technology.
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From page 200... ...
:219-222. Based on a national inquiry, this article reflects the members of the National Association of Biology Teachers opinions on what topics, at a minimum, should be addressed in a high-school biology course.
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From page 201... ...
Describes how this approach fosters scientific thinking, a deep understanding of science, important cognitive processes, and positive attitudes toward laboratory activities such as curiosity and responsibility that are needed for students to become successful laboratory scientists. Watson, B., and R
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Arlington, VA: National Science Teachers Association. Provides a framework for designing or restructuring secondary-school science courses.
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From page 203... ...
A guide to designing and implementing an institute for junior-high-school science teachers aimed at enhancing and updating both scientific knowledge and laboratory teaching skills. For science teachers working to improve science education through efforts that bring together junior-high-school and college and university science teachers.
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