|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)
|Grade Level:||High School, Informal Education
This must-have tool for applying the Standards in real classrooms has been fully revised for 21st century high schools. Of course, the best parts haven’t changed! Our top-selling practical guide still demonstrates how you can bring to life the vision of the Standards for teaching, professional development, assessment, content, programs, and school systems. Throughout the book you’ll learn ways to form productive partnerships for reform, inside and outside your building, with other education stakeholders.
Several added features make this edition even more valuable. A new 14-page appendix offers practical suggestions for engaging a diverse student body (especially those with physical and learning disabilities) in high-quality science education. Titled “Science for All: Including Each Student,” the appendix provides concrete strategies for supporting all students by making information resources available in multiple formats and having assistive technology available. It also suggests professional development routes to learning how to create accessible learning environments, use materials and technology that are accessible to everyone, develop strategies to address diverse student needs, and perform informal and formal assessment.
In addition, all of the book’s resource lists have been updated with articles and books through 2003. SciLinks have been added throughout to ensure up-to-date Web resources. And thanks to an inviting new design, NSTA Pathways is even more reader friendly.
Ideas For Use
In each chapter you will also find Resources for the Road—a list of pertinent articles, books, and websites. You can access many of the articles on the compact disc that is available from NSTA as a supplement to this book (Resources for the Road CD-ROM). Each chapter also cites the text of the relevant Standard and concludes with a chart from the Standards that highlights proposed shifts in emphases in science teaching.
(mouse over for full classification)
|Intended User Role:||Administrator, Curriculum Supervisor, High-School Educator, Informal Educator, Professional Development Provider, Teacher
|Educational Issues:||Achievement, Assessment of students, Classroom management, Cultural awareness, Curriculum, Educational research, Equity, Inclusion, Inquiry learning, Instructional materials, Integrating technology, Learning disabilities, Learning theory, Professional development, Student populations: Physically challenged, Teacher preparation, Teaching strategies
How to Use This Book
Science Teaching Standards
•Realizing the Teaching Standards
Professional Development Standards
•Reaching for the Professional
•Exploring the Assessment Standards
•Mapping the Content Standards
•Earth and Space Science
•Moving into the Program Standards
•Navigating the Systems Standards
•Appendix A: National Science Education Standards:
Some Relevant History
•Appendix B: National Science Education Standards
•Appendix C: Designing High School Science Facilities
•Appendix D: Resources for the Road: The CD-ROM Collection
•Appendix E: Science For All: Including Each Student
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National Standards Correlation
This resource has 20 correlations with the National Standards.
- Science as Inquiry
- Abilities necessary to do scientific inquiry
- Ask a question about objects, organisms, and events in the environment. (K-4)
- Employ simple equipment and tools to gather data and extend the senses. (K-4)
- Use appropriate tools and techniques to gather, analyze, and interpret data.
- Develop descriptions, explanations, predictions, and models using evidence.
- Understandings about scientific inquiry
- Types of investigations include describing objects, events, and organisms; classifying them; and doing a fair test (experimenting).
- Scientists develop explanations using observations (evidence) and what they already know about the world (scientific knowledge). Good explanations are based on evidence from investigations. (K-4)
- Context of Professional Development
- Learning Communities
- Organizes adults into learning communities whose goals are aligned with those of the school and district. (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
- 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)
- Use inquiry, reflection, interpretation of research, modeling, and guided practice to build understanding and skill in science teaching. (NSES)
- Address teachers' needs as learners and build on their current knowledge of science content, teaching, and learning. (NSES)
- Introduce teachers to scientific literature, media, and technological resources that expand their science knowledge and their ability to access further knowledge. (NSES)
- 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)
- Provides educators with the knowledge and skills to collaborate. (NSDC)
- Collaboration among the people involved in programs, with clear respect for the perspectives and expertise of each. (NSES)
- Content Standards
- Prepares educators to understand and appreciate all students, create safe, orderly and supportive learning environments, and hold high expectations for their academic achievement. (NSDC)
- Quality Teaching
- Deepens educators’ content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom assessments appropriately. (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.
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