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The Role of Scientists in the Professional Development of Science Teachers.

By: Contributor(s): Publisher: Washington, D.C. : National Academies Press, 1996Copyright date: ©1996Description: 1 online resource (250 pages)Content type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9780309586276
Subject(s): Genre/Form: Additional physical formats: Print version:: The Role of Scientists in the Professional Development of Science TeachersDDC classification:
  • 574/.071/55
LOC classification:
  • QH315.25 -- .R64 1996eb
Online resources:
Contents:
The Role of Scientists in the Professional Development of Science Teachers -- Copyright -- Preface -- Contents -- Summary -- CHARACTERISTICS OF EFFECTIVE PROFESSIONAL-DEVELOPMENT PROGRAMS -- THE SCIENTIST'S ROLE -- GETTING STARTED -- INVOLVING TEACHERS AND ADMINISTRATORS -- ENCOURAGEMENT THROUGH REWARDS -- INDIVIDUAL-BASED AND SYSTEMIC PROGRAMS -- EVALUATION -- FUNDING -- 1 Introduction -- CHARGE -- THE COMMITTEE'S METHODS -- INSERVICE AND PROFESSIONAL DEVELOPMENT -- ISSUES IN PROFESSIONAL DEVELOPMENT -- Goals for Students -- Preparation for Life -- Opportunity for All Students -- Goals of Professional Development -- Relationship Between Teacher Preparation and Professional Development -- Science Subject-Matter Preparation -- Pedagogy -- Student Teaching -- Content and Process in Science Teaching -- Needs of Individual Teachers -- Teacher Isolation -- Increasing Teachers' Knowledge About Science -- Elementary-School and Secondary-School Science Teachers -- Beginning Teachers -- Experienced Teachers -- Science Enthusiasts and Other Teachers -- PROFESSIONAL DEVELOPMENT AND SCIENCE-EDUCATION REFORM -- INDIVIDUAL AND SYSTEMIC PROGRAMS -- USING EDUCATIONAL RESEARCH -- 2 Characteristics of Effective Professional-Development Programs -- 3 A Guide for Scientists -- GETTING STARTED -- Self-Education -- Initial Involvement -- A Day in the Life of One Elementary-School Teacher -- A Day in the Life of One Middle-School Science Teacher -- A Day in the Life of One High-School Biology Teacher -- CONTRIBUTING MOST EFFECTIVELY -- TYPES OF PROFESSIONAL-DEVELOPMENT PROGRAMS -- Lectures and Seminars -- Short Workshops -- Summer Workshops or Institutes -- Learning to Use New Tools in the Classroom -- Development of Supplemental Curricular -- Hands-on Programs Promoting Science Inquiry -- Research Experiences for Teachers -- Comprehensive Programs.
Duration of Programs -- Support and Participation of School Administrators -- Examples of Effective Professional-Development Programs -- RECOMMENDATIONS -- 4 Administrators' and Others' Responsibilities for Encouraging Scientists' Participation in Professional-Development Programs -- INTERNAL REWARDS -- EXTERNAL REWARDS -- PROFESSIONAL-SOCIETY RECOGNITION -- RECOMMENDATIONS -- University Administrators -- Scientific Professional Societies -- 5 Strategies for Attracting Teachers to and Involving Them in Professional-Development Programs -- HOW TO ATTRACT TEACHERS -- HOW TO INVOLVE TEACHERS IN PLANNING AND DEVELOPING PROGRAMS -- PRACTICAL CONSIDERATIONS -- ENLISTING THE SUPPORT OF ADMINISTRATORS -- RECOMMENDATIONS -- K-12 Teachers -- School and School-District Administrators -- Professional Science-Education Organizations -- 6 Systemic Professional Development and Science-Education Reform -- THE PAST AS PROLOGUE -- SYSTEMIC CHANGE -- PROFESSIONAL DEVELOPMENT AS A COMPONENT OF SYSTEMIC REFORM -- FOCUSING ON ELEMENTARY SCHOOLS FOR SYSTEMIC CHANGE -- RECOMMENDATIONS -- 7 Evaluation of Professional-Development Programs -- FORMS OF PROGRAM EVALUATION -- Concurrent Design and Evaluation of Professional-Development Programs -- Continuing Evaluation -- Long-Term Evaluation -- EVALUATORS -- EVALUATION TOOLS -- FUNDING AND ADMINISTRATIVE ISSUES -- RECOMMENDATIONS -- 8 A Vision of the Future -- A FUTURE TEACHER -- A FUTURE CLASSROOM -- A FUTURE SCIENTIST -- PREPARING FUTURE TEACHERS -- References -- Appendixes -- Appendix A Professional-Development Programs that Responded to the Committee's Request for Informati ... -- ARIZONA -- CALIFORNIA -- COLORADO -- CONNECTICUT -- DISTRICT OF COLUMBIA -- FLORIDA -- GEORGIA -- ILLINOIS -- INDIANA -- IOWA -- KANSAS -- KENTUCKY -- MAINE -- MARYLAND -- MASSACHUSETTS -- MICHIGAN -- MINNESOTA -- MISSOURI -- NEW JERSEY -- NEW YORK.
NORTH CAROLINA -- OHIO -- OREGON -- PENNSYLVANIA -- TENNESSEE -- TEXAS -- UTAH -- VERMONT -- VIRGINIA -- WASHINGTON -- WEST VIRGINIA -- WISCONSIN -- Appendix A-1 Professional-Development Programs, Organized by Grade -- Appendix A-2 Professional-Development Programs,Organized by Subject Matter -- Appendix B Committee's Methods -- Appendix C Glossary -- Appendix D Suggested Reading List -- THE TEACHING EXPERIENCE -- THE POLITICS AND SOCIOLOGY OF SCHOOLS -- SCHOOL REFORM -- SCIENCE-EDUCATION JOURNALS FOR TEACHERS -- RESEARCH IN SCIENCE EDUCATION -- DIVERSITY AND EQUITY IN SCIENCE EDUCATION -- TEACHER PROFESSIONAL DEVELOPMENT -- SCIENCE-TEACHING STRATEGIES -- SCIENCE-CURRICULUM DESIGN AND REFORM -- BUILDING COMMUNITY SUPPORT FOR SCIENTIST-TEACHER PARTNERSHIPS -- Appendix E University Statements of Policy Regarding Recognition of Faculty Contributions to Professional-Development… -- UNIVERSITY OF CALIFORNIA, IRVINE COMMITTEE ON PRECOLLEGE EDUCATION -- Committee for Community Education -- UNIVERSITY OF ARIZONA PROCEDURES FOR EVALUATION OF FACULTY MEMBERS WHO PLAY A SUBSTANTIAL ROLE IN PRECOLLEGE MATHEMATICS AND… -- UNIVERSITY OF ARIZONA CRITERIA FOR EVALUATION OF FACULTY MEMBERS WHO PLAY A SUBSTANTIAL ROLE IN PRECOLLEGE MATHEMATICS AND… -- Introduction -- Research or Its Creative Equivalent -- Service -- Teaching -- Appendix F Organizations That Support Activities in Science and Mathematics Education -- GENERAL INFORMATION REGARDING SCIENCE EDUCATION -- LIFE SCIENCES -- CHEMISTRY -- PHYSICS -- EARTH SCIENCES -- Appendix G An NSTA Position Statement on Science Teacher Professionalism -- Preamble -- Position Statement -- Decisions -- Time -- Support -- Professional Growth -- Symbols of Professionals -- Responsibility -- Science Teacher professionalism -- Appendix H-1 Example of an Inquiry-Based Laboratory Exercise -- INTRODUCTION -- SAFETY NOTES -- PART A:.
Materials: -- Each team should have/obtain: -- Procedure for Part A of the Investigation: -- DATA ANALYSIS AND INTERPRETATION -- PART B -- HYPOTHESIS OR PREDICTION -- PLAN OF INVESTIGATION -- QUESTIONS/ANALYSIS -- Appendix H-2 Example of A Traditional Laboratory Exercise -- INTRODUCTION -- MATERIALS -- PROCEDURE -- Appendix I Funding of Professional Development -- FEDERAL SOURCES -- STATE AND LOCAL SOURCES -- PRIVATE FOUNDATIONS AND INSTITUTIONS -- INDUSTRY -- PROFESSIONAL ORGANIZATIONS -- RECOMMENDATIONS -- REFERENCES -- Index.
Holdings
Item type Current library Call number Status Date due Barcode Item holds
Ebrary Ebrary Afghanistan Available EBKAF-N00037258
Ebrary Ebrary Algeria Available
Ebrary Ebrary Cyprus Available
Ebrary Ebrary Egypt Available
Ebrary Ebrary Libya Available
Ebrary Ebrary Morocco Available
Ebrary Ebrary Nepal Available EBKNP-N00037258
Ebrary Ebrary Sudan Available
Ebrary Ebrary Tunisia Available
Total holds: 0

The Role of Scientists in the Professional Development of Science Teachers -- Copyright -- Preface -- Contents -- Summary -- CHARACTERISTICS OF EFFECTIVE PROFESSIONAL-DEVELOPMENT PROGRAMS -- THE SCIENTIST'S ROLE -- GETTING STARTED -- INVOLVING TEACHERS AND ADMINISTRATORS -- ENCOURAGEMENT THROUGH REWARDS -- INDIVIDUAL-BASED AND SYSTEMIC PROGRAMS -- EVALUATION -- FUNDING -- 1 Introduction -- CHARGE -- THE COMMITTEE'S METHODS -- INSERVICE AND PROFESSIONAL DEVELOPMENT -- ISSUES IN PROFESSIONAL DEVELOPMENT -- Goals for Students -- Preparation for Life -- Opportunity for All Students -- Goals of Professional Development -- Relationship Between Teacher Preparation and Professional Development -- Science Subject-Matter Preparation -- Pedagogy -- Student Teaching -- Content and Process in Science Teaching -- Needs of Individual Teachers -- Teacher Isolation -- Increasing Teachers' Knowledge About Science -- Elementary-School and Secondary-School Science Teachers -- Beginning Teachers -- Experienced Teachers -- Science Enthusiasts and Other Teachers -- PROFESSIONAL DEVELOPMENT AND SCIENCE-EDUCATION REFORM -- INDIVIDUAL AND SYSTEMIC PROGRAMS -- USING EDUCATIONAL RESEARCH -- 2 Characteristics of Effective Professional-Development Programs -- 3 A Guide for Scientists -- GETTING STARTED -- Self-Education -- Initial Involvement -- A Day in the Life of One Elementary-School Teacher -- A Day in the Life of One Middle-School Science Teacher -- A Day in the Life of One High-School Biology Teacher -- CONTRIBUTING MOST EFFECTIVELY -- TYPES OF PROFESSIONAL-DEVELOPMENT PROGRAMS -- Lectures and Seminars -- Short Workshops -- Summer Workshops or Institutes -- Learning to Use New Tools in the Classroom -- Development of Supplemental Curricular -- Hands-on Programs Promoting Science Inquiry -- Research Experiences for Teachers -- Comprehensive Programs.

Duration of Programs -- Support and Participation of School Administrators -- Examples of Effective Professional-Development Programs -- RECOMMENDATIONS -- 4 Administrators' and Others' Responsibilities for Encouraging Scientists' Participation in Professional-Development Programs -- INTERNAL REWARDS -- EXTERNAL REWARDS -- PROFESSIONAL-SOCIETY RECOGNITION -- RECOMMENDATIONS -- University Administrators -- Scientific Professional Societies -- 5 Strategies for Attracting Teachers to and Involving Them in Professional-Development Programs -- HOW TO ATTRACT TEACHERS -- HOW TO INVOLVE TEACHERS IN PLANNING AND DEVELOPING PROGRAMS -- PRACTICAL CONSIDERATIONS -- ENLISTING THE SUPPORT OF ADMINISTRATORS -- RECOMMENDATIONS -- K-12 Teachers -- School and School-District Administrators -- Professional Science-Education Organizations -- 6 Systemic Professional Development and Science-Education Reform -- THE PAST AS PROLOGUE -- SYSTEMIC CHANGE -- PROFESSIONAL DEVELOPMENT AS A COMPONENT OF SYSTEMIC REFORM -- FOCUSING ON ELEMENTARY SCHOOLS FOR SYSTEMIC CHANGE -- RECOMMENDATIONS -- 7 Evaluation of Professional-Development Programs -- FORMS OF PROGRAM EVALUATION -- Concurrent Design and Evaluation of Professional-Development Programs -- Continuing Evaluation -- Long-Term Evaluation -- EVALUATORS -- EVALUATION TOOLS -- FUNDING AND ADMINISTRATIVE ISSUES -- RECOMMENDATIONS -- 8 A Vision of the Future -- A FUTURE TEACHER -- A FUTURE CLASSROOM -- A FUTURE SCIENTIST -- PREPARING FUTURE TEACHERS -- References -- Appendixes -- Appendix A Professional-Development Programs that Responded to the Committee's Request for Informati ... -- ARIZONA -- CALIFORNIA -- COLORADO -- CONNECTICUT -- DISTRICT OF COLUMBIA -- FLORIDA -- GEORGIA -- ILLINOIS -- INDIANA -- IOWA -- KANSAS -- KENTUCKY -- MAINE -- MARYLAND -- MASSACHUSETTS -- MICHIGAN -- MINNESOTA -- MISSOURI -- NEW JERSEY -- NEW YORK.

NORTH CAROLINA -- OHIO -- OREGON -- PENNSYLVANIA -- TENNESSEE -- TEXAS -- UTAH -- VERMONT -- VIRGINIA -- WASHINGTON -- WEST VIRGINIA -- WISCONSIN -- Appendix A-1 Professional-Development Programs, Organized by Grade -- Appendix A-2 Professional-Development Programs,Organized by Subject Matter -- Appendix B Committee's Methods -- Appendix C Glossary -- Appendix D Suggested Reading List -- THE TEACHING EXPERIENCE -- THE POLITICS AND SOCIOLOGY OF SCHOOLS -- SCHOOL REFORM -- SCIENCE-EDUCATION JOURNALS FOR TEACHERS -- RESEARCH IN SCIENCE EDUCATION -- DIVERSITY AND EQUITY IN SCIENCE EDUCATION -- TEACHER PROFESSIONAL DEVELOPMENT -- SCIENCE-TEACHING STRATEGIES -- SCIENCE-CURRICULUM DESIGN AND REFORM -- BUILDING COMMUNITY SUPPORT FOR SCIENTIST-TEACHER PARTNERSHIPS -- Appendix E University Statements of Policy Regarding Recognition of Faculty Contributions to Professional-Development… -- UNIVERSITY OF CALIFORNIA, IRVINE COMMITTEE ON PRECOLLEGE EDUCATION -- Committee for Community Education -- UNIVERSITY OF ARIZONA PROCEDURES FOR EVALUATION OF FACULTY MEMBERS WHO PLAY A SUBSTANTIAL ROLE IN PRECOLLEGE MATHEMATICS AND… -- UNIVERSITY OF ARIZONA CRITERIA FOR EVALUATION OF FACULTY MEMBERS WHO PLAY A SUBSTANTIAL ROLE IN PRECOLLEGE MATHEMATICS AND… -- Introduction -- Research or Its Creative Equivalent -- Service -- Teaching -- Appendix F Organizations That Support Activities in Science and Mathematics Education -- GENERAL INFORMATION REGARDING SCIENCE EDUCATION -- LIFE SCIENCES -- CHEMISTRY -- PHYSICS -- EARTH SCIENCES -- Appendix G An NSTA Position Statement on Science Teacher Professionalism -- Preamble -- Position Statement -- Decisions -- Time -- Support -- Professional Growth -- Symbols of Professionals -- Responsibility -- Science Teacher professionalism -- Appendix H-1 Example of an Inquiry-Based Laboratory Exercise -- INTRODUCTION -- SAFETY NOTES -- PART A:.

Materials: -- Each team should have/obtain: -- Procedure for Part A of the Investigation: -- DATA ANALYSIS AND INTERPRETATION -- PART B -- HYPOTHESIS OR PREDICTION -- PLAN OF INVESTIGATION -- QUESTIONS/ANALYSIS -- Appendix H-2 Example of A Traditional Laboratory Exercise -- INTRODUCTION -- MATERIALS -- PROCEDURE -- Appendix I Funding of Professional Development -- FEDERAL SOURCES -- STATE AND LOCAL SOURCES -- PRIVATE FOUNDATIONS AND INSTITUTIONS -- INDUSTRY -- PROFESSIONAL ORGANIZATIONS -- RECOMMENDATIONS -- REFERENCES -- Index.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2019. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.

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