|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:||Elementary School, Middle School, High School, College
Achieving science literacy for every student is the common goal of all science educators. It requires leaders from a broad spectrum of the science education field to band together and clearly define how to achieve this goal and provide the tools for getting there. The authors of the essays in Science Education Leadership: Best Practices for the New Century make a compelling case for the importance of these leaders to forge a coalition and address issues of science education. They outline practical approaches needed for laying the foundation on which science education leaders at all levels can work together to develop a more science literate world. As such, this book will be invaluable to those who want to broaden the scope of their leadership roles.
The book shares the research, ideas, insights, and experiences of individuals representing a wide array of constituent groups, ranging from science teachers to science supervisors to university personnel to those who work for agencies representing the science education field. The chapters are organized around five themes:
• The Science Education Challenge: Redefining Science Education Leadership for the 21st Century
• School and District Science Leadership for Building Instructional Capacity
• Science Education Leadership: Rationale, Strategy, and Impact
• School Improvement Processes and Practices: Professional Learning Communities
• Leadership that Engages the Public Understanding of Science
Science Education Leadership captures the best thinking and best practices for science education leaders. Science educators can use it to vitalize their work.
|Intended User Role:||College/University Professor (core science discipline), College/University Professor (preservice science education), Curriculum Supervisor, Elementary-Level Educator, High-School Educator, Middle-Level Educator, Teacher
|Educational Issues:||Achievement, Assessment of students, Classroom management, Curriculum, Educational research, Learning theory, Professional development, School improvement, Teacher preparation, Teaching strategies
Section One: The Science Education Challenge: Redefining Science Education Leadership for the 21st Century
Chapter 1: Looking Forward Into the 21st Century: Implications for the Science Leader
Chapter 2: New Models of Leadership and Collaboration to Improve Science Education: The Role of Business
Chris Roe and Natalie Nielsen
Chapter 3: A New Challenge to Education Leaders: Developing 21st-Century Workforce Skills
Rodger W. Bybee
Chapter 4: The Many Faces of Leadership in a Complex Environment
James E. McLean
Section Two: The Role of School and District Science Leadership for Building Instructional Capacity
Chapter 5: Content Coverage and the Role of Instructional Leadership
William H. Schmidt and Neelam Kher
Chapter 6: The Role of Teacher Leadership in Science Education
Julie Gess-Newsome and Barbara A. Austin
Chapter 7: Getting Results From Science Teacher Leadership: The Critical Role of Principals
Carolyn Landel and Barbara Miller
Chapter 8: Developing and Sustaining Leadership in Science Education
Norman G. Lederman and Judith S. Lederman
Section Three: School and District Science Leadership: Rationale, Strategy and Impact
Chapter 9: Technology Leadership for the 21st Century
Karen E. Irving
Chapter 10: The Role of Leadership in Fostering Inquiry-Based Learning and Teaching
Emily van Zee
Chapter 11: Bending the Professional Development Continuum: How Teacher Renewal Supports Teacher Retention
Mistilina Sato, Gillian Roehrig, and Joel D. Donna
Chapter 12: No Boundaries: The Role of Mobility in Recruiting New Teachers and Developing New Leaders
Ruth Heuer, Karen Charles, and Courtney Burns
Section Four: School Improvement Processes and Practices: Professional Learning for Building Instructional Capacity
Chapter 13: Professional Learning Communities: School Collaboration to Implement Science Education Reform
Lois Brown Easton
Chapter 14: Leading Through Collaboration: Historically Black Colleges and Universities Preparing Future Leaders in Science Education
Helen Bond and Izolda Fotiyeva
Chapter 15: Assessing Assessment to Inform Science Leadership
Chapter 16: Care to share? The Marymount School Science Department Professional Development Program
Eric A. Walters
Section Five: Leadership that Engages the Public in the Understanding of Science
Chapter 17: Leadership for Public Understanding of Science
George E. DeBoer
Chapter 18: Science Communication and Public Engagement With Science
About the Authors
Customers who bought this item also bought
National Standards Correlation
This resource has 11 correlations with the National Standards.
- Context of Professional Development
- 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
- Connect and integrate all pertinent aspects of science and science education. (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)
- Encourage and support teachers in efforts to collaborate. (NSES)
- 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.
- Analyze assessment data to guide teaching.
- Use student data, observations of teaching, and interactions with colleagues to reflect on and improve teaching practice.
- Use student data, observations of teaching, and interactions with colleagues to report student achievement and opportunities to learn to students, teachers, parents, policy makers, and the general public.
This resource has not yet been reviewed by a customer.
If you wish to review this resource, click here.