Educating Teachers of Science, Mathematics, and Technology New Practices for the New Millennium (2001) / Chapter Skim
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References
References
Pages 131-142
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Handbook of Research on Science Teaching and Learning National Science Teachers Association. New York: Macmillan Publishing.
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"Why do you ask? The effects of science teacher subject-matter knowledge on teacher questioning and classroom discourse." Paper presented at the annual meeting of the American Educational Research Association (ERIC Document Reproduction Service NO.ED 293: 181~.
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Handbook of Research on Science Teaching and Learning National Science Teachers Association. New York: Macmillan Publishing.
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1986. "An exploratory study of teacher knowledge and teaching: the effects of science teachers' knowledge of subject matter and their conceptions of learning on their teaching." Doctoral dissertation, Stanford University, 1985.
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1999. "The Effects of Collaboration on Urban Teacher Education Programs and Professional Development Schools." In Research on Professional Development Schools, Teacher Education Yearbook VII.
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1996. 'The Role of Community Colleges in the Professional Development of Science Teachers." foavrnal of College Science Teaching 26~2~: 130-134.
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1997a. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium.
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l999g. Serving the Needs of Pre-College Science and Mathematics Education: Impact of a Digital National Library on Teacher Eda~cation and Practice.
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2000. "Impact of Teacher Participation in Columbia University's Summer Research Program for Science Teachers on Interest and Achievement of Their Students in Science: A Preliminary Report." Paper presented at the annual meeting of the American Society for Cell Biology, Washington, DC, December 15, 1999.
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Unpublished manuscript. (Available from Professional Development School Standards Project, National Council for Accreditation of Teacher Education, Washington, DC 20036.
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Zeichner, K 2000. "Ability-Based Teacher RECOMMENDATIONS Education: Elementary Teacher Education at Alverno College." In Darling-Hammond, L teds, Studies of Excellence in Teacher Eda~cation: Preparation in the Undergraduate Years.
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Like other Professional Development Schools, its stated purpose is the improvement of the preservice education of teachers and the enhancement of teaching. This collaborative was among the first to reinforce the ideas of teachers as "boundary spanners," that is, teachers assume a variety of roles that usually are reserved either for grades K-12 or for higher education.
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