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Reforming Secondary Science Instruction


Edited by: Julie Gess-Newsome, Julie A. Luft, and Randy Bell
$11.96 - Member Price  
$14.95 - Nonmember Price


$15.55 - Member Price  
$19.44 - Nonmember Price
$9.72 - Member Price  
$11.21 - Nonmember Price
2010 Winner of Distinguished Achievement Award
Details

Type of Product:NSTA Press Book (also see downloadable PDF version of this book)
Publication Date:2/15/2009
Pages:127
Stock Number:PB247X
ISBN:978-1-935155-03-4
Grade Level:Middle School, High School
Read Inside:Read a sample chapter: One Teacher’s Journey Toward Reformed Teaching

Click on the Contents tab to read all the chapters
NSTA Recommends
Our reviewers—top-flight teachers and other outstanding science educators—have determined that this resource is among the best available supplements for science teaching.
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Description

Science education reform can seem a daunting task to high school science teachers. So, you might ask, why should I be bothered? The answer is that today’s students simply do not have the skill sets necessary for life in our global economy.

Reforming Secondary Science Instruction offers detailed advice for changing your methods of teaching so that students are prepared for life and work. Follow along as your fellow teachers learn about inquiry, implement change strategies, try out innovative instructional materials, build professional learning communities and partnerships, use data from student assessments, and address the needs of linguistically diverse learners.

The underlying message, as one author puts it, is “science education reform will not occur by simply adding occasional new activities to your teaching repertoire. Reform requires thought, work, and persistence.”

Every chapter offers you the opportunity to assess your own teaching techniques and find room for improvement. Whether you are early in your career or a seasoned professional, Reforming Secondary Science Instruction will help you craft a workable plan for giving your students the tools they need to succeed beyond your classroom.


Ideas For Use

Additional Info

Intended User Role:Curriculum Supervisor, High-School Educator, Middle-Level Educator, New Teacher, Professional Development Provider, Teacher
Educational Issues:Achievement, Assessment of students, Classroom management, Cultural awareness, Curriculum, Educational research, Equity, Inquiry learning, Instructional materials, Professional development, Teacher preparation, Teaching strategies

Contents

Contents

Preface

Introduction to Science Education Reform

Chapter 1: Change in Secondary Science Settings: A voice From the Field
Lee Meadows

Chapter 2: Reform, one teacher at a time
Julie Gess-Newsome, Jackie Mensaco, and Joëlle Clark

The Role of Curriculum in Science Education Reform

Chapter 3: The role of curriculum materials in reform
Joseph A. Taylor, April L. Gardner, and Rodger W. Bybee

Chapter 4: Learning from innovative instructional materials and making them your own
Jacqueline S. Miller and Ruth Krumhansl

Leadership in Science Education Reform

Chapter 5: Building leadership teams to create professional learning communities in secondary schools
Jody Bintz and Nancy Landes

Chapter 6: Essential partnerships in the reform of secondary science
Julie A. Luft

Contexts of Science Education Reform

Chapter 7: Using data to reform science instruction
Xiufeng Liu, Joseph Zawicki, and Jeff Arnold

Chapter 8: Appropriate practice for linguistically diverse student learners
Carla C. Johnson

Chapter 9: One teacher’s journal toward reformed teaching
Sherry A. Southerland, Karen Rose, and Margaret Blanchard

References

About the Authors

Index


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National Standards Correlation

This resource has 6 correlations with the National Standards.  
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This resource has 6 correlations with the National Standards.  
[HIDE CORRELATIONS]

  • Process Standards for Professional Development
    • Research-Based
      • Prepares educators to apply research to decision making. (NSDC)
      • Connect and integrate all pertinent aspects of science and science education. (NSES)
    • Design
      • Uses learning strategies appropriate to the intended goal. (NSDC)
    • Learning
      • Build on the teacher's current science understanding, ability, and attitudes. (NSES)
      • Incorporate ongoing reflection on the process and outcomes of understanding science through inquiry. (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)


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