Details
| Type of Product: | e-Book (our e-books are in PDF format and can be viewed on your computer or any compatible reading device) (also see print version of this book) |
| Publication Date: | 1/1/2006 |
| Pages: | 351 |
| Stock Number: | PB195xe |
| ISBN: | 978-1-93353-161-8 |
| Grade Level: | Elementary School, Middle School, High School |
Description
This powerful new book is brain food for all those who care deeply about science and students—including teachers, science educators, curriculum specialists, and policy makers. The collection of 21 provocative essays gives you a fresh look at today’s most pressing public policy concerns in science education, from how students learn science to building science partnerships to the ramifications of the No Child Left Behind legislation. The editors capture the latest research, trends, and best practices that science teachers and science leaders can use, organized around five themes:
Ideas For Use
Teaching Science in the 21st Century is the latest in a series of joint publications between NSTA and the National Science Education Leadership Association. It provides a blueprint for developing a culture that allows and encourages science leaders to continually improve their science programs.
Additional Info
| Intended User Role: | Administrator, Curriculum Supervisor, Elementary-Level Educator, High-School Educator, Middle-Level Educator, Professional Development Provider, Teacher |
| Educational Issues: | Achievement, Assessment of students, Classroom management, Curriculum, Educational research, Equity, Inclusion, Inquiry learning, Learning theory, Professional development, Teacher preparation, Teaching strategies |
Contents
Foreword
Preface
About the Editors
Acknowledgments
Part I - Within the Science Classroom
1 The Impact of Technology on the 21st Century Classroom
Karen E. Irving
2 The Science Curriculum: Trends and Issues
Rodger W. Bybee
3 Classroom Assessment in the Service of Student Learning
Janet E. Coffey
4 Engaging Teachers in Research on Science Learning and Teaching
Emily H. van Zee and Deborah Roberts
5 Celebrating Diverse Minds: Using Different Pedagogical
Approaches
Hubert M. Dyasi
Part II - Professional Development: Implications for
Science Teaching and Learning
6 Leading Professional Development for Curriculum Reform
James B. Short
7 Advancing Student Achievement Through Professional
Development
John H. Holloway
8 Building Ongoing and Sustained Professional Development
Jack Rhoton and Brenda Wojnowski
9 Best Practices for Professional Development for the 21st Century
Karen J. Charles and Patricia M. Shane
Part III Leadership in Science Teaching and Learning
10 Leadership in Science Education for the 21st Century
Rodger W. Bybee
11 The Principal as Leader of Change
Nicole Saginor
12 Keeping Good Science Teachers: What Science Leaders Can Do
Linda Darling-Hammond and Mistilina Sato
13 Understanding Supply and Demand
Among Mathematics and Science Teachers
Richard M. Ingersoll
Part IV Building Science Partnerships and Collaboration
14 The Importance of Partnerships in Science Education Reform
George D. Nelson and Carolyn C. Landel
15 Developing Professional Learning Communities
Beth Giglio
16 No Child Left Behind: Implications for Science Education
Susan Mundry
17 Alternative Certification: Aspirations and Realities
Norman G. Lederman, Judith S. Lederman, and Fouad Abd-El-Khalick
Part V - Science of Learning Science
18 Brain Research: Implications for Teaching and Learning
James E. Hamos
19 How Do Students Learn Science?
Nancy P. Moreno and Barbara Z. Tharp
20 The Psychology of Scientific Thinking: Implications for Science
Teaching and Learning
Junlei Li and David Klahr
21 Research in Science Education: An Interdisciplinary Perspective
Michael R. Vitale and Nancy R. Romance
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National Standards Correlation
This resource has 14 correlations with the National Standards.
[HIDE CORRELATIONS]
- Context of Professional Development
- Leadership
- Requires skillful school and district leaders who guide continuous instructional improvement. (NSDC)
- Support the sharing of teacher expertise by preparing and using mentors, teacher advisers, coaches, lead teachers, and resource teachers to provide professional development opportunities. (NSES)
- Process Standards for Professional Development
- Data-Driven
- Uses disaggregated student data to determine adult learning priorities, monitor progress, and help sustain continuous improvement. (NSDC)
- Evaluation
- Options that recognize the developmental nature of teacher professional growth and individual and group interests, as well as the needs of teachers who have varying degrees of experience, professional expertise, and proficiency. (NSES)
- Continuous program assessment that captures the perspectives of all those involved, uses a variety of strategies, focuses on the process and effects of the program, and feeds directly into program improvement and evaluation. (NSES)
- Clear, shared goals based on a vision of science learning, teaching, and teacher development congruent with the National Science Education Standards . (NSES)
- Research-Based
- Connect and integrate all pertinent aspects of science and science education. (NSES)
- Learning
- Applies knowledge about human learning and change. (NSDC)
- Incorporate ongoing reflection on the process and outcomes of understanding science through inquiry. (NSES)
- Collaboration
- Collaboration among the people involved in programs, with clear respect for the perspectives and expertise of each. (NSES)
- Encourage and support teachers in efforts to collaborate. (NSES)
- Content Standards
- Equity
- Prepares educators to understand and appreciate all students, create safe, orderly and supportive learning environments, and hold high expectations for their academic achievement. (NSDC)
- Teaching Standards
- Teachers of science plan an inquiry-based science program for their students.
- Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.
- Teachers of science engage in ongoing assessment of their teaching and of student learning.
- Use student data, observations of teaching, and interactions with colleagues to reflect on and improve teaching practice.
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