Author(s): Jack Rhoton, Patricia Bowers, Patricia Shane
Language: English
Pages: 197
Contents......Page 4
Foreword......Page 9
About the Editors......Page 11
Preface......Page 12
Acknowledgments......Page 15
Introduction......Page 16
The Historical Perspective......Page 17
The Power of National Education Standards......Page 18
The Role of Professional Development in Standards-Based Reform......Page 19
Standard A: Learning Science (Table 1)......Page 20
Standard B: Learning to Teach Science (Table 2)......Page 22
Standard C: Self-Assessment and Continuous Improvement (Table 3)......Page 24
Standard D: Comprehensive, Sustained Professional Development (Table 4)......Page 25
References......Page 26
Professional Development Designed to Change Science Teaching and Learning......Page 29
A Framework for Designing Professional Development......Page 31
Knowledge and Beliefs......Page 32
Designs for Professional Development......Page 33
Strengthening Teacher Content Knowledge Through Study of Curriculum......Page 36
Scaling-Up......Page 37
Promoting Systemic Reform......Page 38
References......Page 39
If We Want to Talk the Talk, We Must Also Walk the Walk: The Nature of Science, Professional Development, and Educational Reform......Page 41
What is the NOS?......Page 42
Communicating Functional Understandings of the NOS......Page 46
Black Box Activities......Page 47
Real Fossils, Real Science......Page 49
Young? Old?......Page 52
Conclusion......Page 55
References......Page 56
The New Professional Teacher Project......Page 59
Characteristics of the National Standards......Page 61
Potential Impact of National Standards on Teachers and Teaching......Page 63
Portfolios......Page 65
Standards for Professional Teacher Education Programs......Page 66
Conclusion......Page 67
Abbreviated NSTA Standards for Science Teacher Preparation......Page 68
Principle 8: Assessment......Page 71
VI. Equitable Participation:......Page 72
References......Page 73
AAAS......Page 75
NSES......Page 77
NBPTS......Page 78
INTASC......Page 79
Other Science Education Reform Efforts......Page 81
References......Page 83
Using ENC and ERIC to Plan for Professional Development......Page 85
Online Resources for Planning: ENC and ERIC......Page 86
Setting Goals......Page 88
Planning: Designing the Professional Development Plan......Page 90
Doing: Planning for Action......Page 91
Reflecting: Extending the Professional Growth......Page 92
References......Page 93
Pathways to the Science Standards......Page 97
References......Page 105
The Professional Development of Science Teachers for Science Education Reform: A Review of the Research......Page 107
Professional Knowledge and Teaching Practices that Support the Standards......Page 108
Effective Professional Development Includes Sustained Support......Page 110
Effective Professional Development Is Connected to Classroom Practice......Page 111
Effective Professional Development Challenges Pedagogical Beliefs and Practices......Page 112
Effective Professional Development Provides for Collaboration......Page 113
Implications of Professional Development for Science Education Reform......Page 114
References......Page 115
The Systemic Initiatives and Professional Development......Page 117
The SIs and Research and Evaluation......Page 119
A Researcher’s Perspective: Foibles and Follies in the Evaluation of Systemic Reform......Page 120
What We Have Learned......Page 123
Conclusion......Page 127
References......Page 128
The Colorado College Integrated Natural Sciences Program (CC-ISTEP): Putting into Practice Some Essential Principles of Teacher Development......Page 131
Background......Page 132
Philosophical Basis of CC-ISTEP......Page 133
The Components of CC-ISTEP......Page 134
References......Page 138
It’s All About Choices: Science Assessment in Support of Reform......Page 139
Theoretical Perspective......Page 142
Why Focus on Assessment?......Page 143
Critical Choices for Assessment in a Reform Environment......Page 145
What is Quality Work in Science?......Page 147
Deciding How to Summarize and Interpret Evidence......Page 149
Making Assessment Meaningful and Useful......Page 151
Continuous Improvement for Science Education Through Effective Assessment......Page 153
References......Page 154
Fourth-Grade Achievement......Page 157
Eighth-Grade Achievement......Page 158
Twelfth-Grade Achievement......Page 160
Eighth-Grade Achievement......Page 162
Curriculum Makes a Difference......Page 172
A Lack of Focus......Page 173
A Lack of Coherence......Page 174
Teachers and Teaching......Page 175
Teacher Beliefs About Subject Matter......Page 176
Professional Development......Page 178
References......Page 180
The Teacher Speaks: Using Achievement Data to Modify Teaching Practice......Page 181
Two Challenges......Page 183
The Role of Assessment......Page 184
When to Assess......Page 185
What to Assess......Page 186
Assessment Embedded in Teaching......Page 190
Final Challenge......Page 191
1. Online learning......Page 193
4. Motivation......Page 194
7. Promoting Change......Page 195
9. Reform......Page 196
11. Leadership Development......Page 197
