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00000cam a2200000M 4500 |
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ocn814272185 |
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OCoLC |
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20240623213015.0 |
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m o d |
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cr un|---uuuuu |
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121012s1996 xx o 000 0 eng d |
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|a IDEBK
|b eng
|e pn
|c IDEBK
|d COO
|d OCLCQ
|d EBLCP
|d OCLCQ
|d COCUF
|d OCLCO
|d OCLCF
|d XFH
|d ZCU
|d OCLCQ
|d MERUC
|d OCLCQ
|d ICG
|d AU@
|d OCLCA
|d OCLCQ
|d WYU
|d DKC
|d OCLCQ
|d M8D
|d OCLCQ
|d UKAHL
|d OCLCQ
|d OCLCO
|d OCLCQ
|d OCLCO
|d OCLCL
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| 019 |
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|a 1058152217
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|a 1280195835
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|a 9781280195839
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|a 9780309103725
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|a 030910372X
|q (Trade Paper)
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|a 0309049997
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|a 9780309049993
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|a (OCoLC)814272185
|z (OCoLC)1058152217
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|b 00017961
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|a n-us---
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|a QH315.25
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|a PD
|2 bicssc
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| 049 |
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|a HCDD
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| 245 |
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4 |
|a The Role of Scientists in the Professional Development of Science Teachers.
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| 260 |
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|b National Academies Press
|c 1996.
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| 300 |
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|a 1 online resource
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 337 |
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|a computer
|b c
|2 rdamedia
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| 338 |
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|a online resource
|b cr
|2 rdacarrier
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| 546 |
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|a English.
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0 |
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|a The Role of Scientists in the Professional Development of Science Teachers -- Copyright -- Preface -- Contents -- Summary -- CHARACTERISTICS OF EFFECTIVE PROFESSIONAL-DEVELOPMENT PROGRAMS -- THE SCIENTIST'S ROLE -- GETTING STARTED -- INVOLVING TEACHERS AND ADMINISTRATORS -- ENCOURAGEMENT THROUGH REWARDS -- INDIVIDUAL-BASED AND SYSTEMIC PROGRAMS -- EVALUATION -- FUNDING -- 1 Introduction -- CHARGE -- THE COMMITTEE'S METHODS -- INSERVICE AND PROFESSIONAL DEVELOPMENT -- ISSUES IN PROFESSIONAL DEVELOPMENT -- Goals for Students -- Preparation for Life -- Opportunity for All Students.
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8 |
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|a Goals of Professional Development -- Relationship Between Teacher Preparation and Professional Development -- Science Subject-Matter Preparation -- Pedagogy -- Student Teaching -- Content and Process in Science Teaching -- Needs of Individual Teachers -- Teacher Isolation -- Increasing Teachers' Knowledge About Science -- Elementary-School and Secondary-School Science Teachers -- Beginning Teachers -- Experienced Teachers -- Science Enthusiasts and Other Teachers -- PROFESSIONAL DEVELOPMENT AND SCIENCE-EDUCATION REFORM -- INDIVIDUAL AND SYSTEMIC PROGRAMS -- USING EDUCATIONAL RESEARCH.
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|a 2 Characteristics of Effective Professional-Development Programs -- 3 A Guide for Scientists -- GETTING STARTED -- Self-Education -- Initial Involvement -- A Day in the Life of One Elementary-School Teacher -- A Day in the Life of One Middle-School Science Teacher -- A Day in the Life of One High-School Biology Teacher -- CONTRIBUTING MOST EFFECTIVELY -- TYPES OF PROFESSIONAL-DEVELOPMENT PROGRAMS -- Lectures and Seminars -- Short Workshops -- Summer Workshops or Institutes -- Learning to Use New Tools in the Classroom -- Development of Supplemental Curricular.
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|a Hands-on Programs Promoting Science Inquiry -- Research Experiences for Teachers -- Comprehensive Programs -- Duration of Programs -- Support and Participation of School Administrators -- Examples of Effective Professional-Development Programs -- RECOMMENDATIONS -- 4 Administrators' and Others' Responsibilities for Encouraging Scientists' Participation in Professional-Development Programs -- INTERNAL REWARDS -- EXTERNAL REWARDS -- PROFESSIONAL-SOCIETY RECOGNITION -- RECOMMENDATIONS -- University Administrators -- Scientific Professional Societies.
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|a 5 Strategies for Attracting Teachers to and Involving Them in Professional-Development Programs -- HOW TO ATTRACT TEACHERS -- HOW TO INVOLVE TEACHERS IN PLANNING AND DEVELOPING PROGRAMS -- PRACTICAL CONSIDERATIONS -- ENLISTING THE SUPPORT OF ADMINISTRATORS -- RECOMMENDATIONS -- K-12 Teachers -- School and School-District Administrators -- Professional Science-Education Organizations -- 6 Systemic Professional Development and Science-Education Reform -- THE PAST AS PROLOGUE -- SYSTEMIC CHANGE -- PROFESSIONAL DEVELOPMENT AS A COMPONENT OF SYSTEMIC REFORM.
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| 520 |
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|a Scientists nationwide are showing greater interest in contributing to the reform of science education, yet many do not know how to begin. This highly readable book serves as a guide for those scientists interested in working on the professional development of K-12 science teachers. Based on information from over 180 professional development programs for science teachers, the volume addresses what kinds of activities work and why. Included are useful examples of programs focusing on issues of content and process in science teaching. The authors present "day-in-a-life" vignettes, along with a suggested reading list, to help familiarize scientists with the professional lives of K-12 science teachers. The book also offers scientists suggestions on how to take first steps toward involvement, how to identify programs that have been determined effective by teachers, and how to become involved in system-wide programs. Discussions on ways of working with teachers on program design, program evaluation, and funding sources are included. Accessible and practical, this book will be a welcome resource for university, institutional, and corporate scientists; teachers; teacher educators; organizations; administrators; and parents.
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| 650 |
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|a Biology teachers
|x In-service training
|z United States.
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| 650 |
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0 |
|a Biology
|x Study and teaching (Continuing education)
|z United States.
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| 650 |
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|a Science teachers
|x In-service training
|z United States.
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| 650 |
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0 |
|a Science
|x Study and teaching (Continuing education)
|z United States.
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| 650 |
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7 |
|a Biology
|x Study and teaching (Continuing education)
|2 fast
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| 650 |
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7 |
|a Biology teachers
|x In-service training
|2 fast
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| 650 |
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7 |
|a Science
|x Study and teaching (Continuing education)
|2 fast
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| 650 |
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7 |
|a Science teachers
|x In-service training
|2 fast
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| 651 |
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7 |
|a United States
|2 fast
|1 https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq
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| 720 |
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|a Committee on Biology Teacher Inservice Programs, National Research Council.
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| 856 |
4 |
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|u https://ebookcentral.proquest.com/lib/holycrosscollege-ebooks/detail.action?docID=3376014
|y Click for online access
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| 903 |
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|a EBC-AC
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| 994 |
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|a 92
|b HCD
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