Designing Professional Development for Science and Mathematics Teachers [electronic resource] : Decision Points and Dilemmas / Susan Mundry and Susan Loucks-Horsley.
Professional development that aims to transform teaching and build substantial knowledge of science and mathematics content is not a simple task of "design and implement"; rather, it involves remaining alert to the changing context in which professional developers are working, the stages o...
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| Format: | Electronic eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
1999.
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MARC
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| 100 | 1 | |a Mundry, Susan. |0 http://id.loc.gov/authorities/names/n00084180 |1 http://isni.org/isni/0000000019530037 | |
| 245 | 1 | 0 | |a Designing Professional Development for Science and Mathematics Teachers |h [electronic resource] : |b Decision Points and Dilemmas / |c Susan Mundry and Susan Loucks-Horsley. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 1999. | ||
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| 500 | |a Availability: National Institute for Science Education, University of Wisconsin-Madison, 1025 W. Johnson Street, Madison, WI 53706; Tel: 608-263-9250; Fax: 608-262-7428 (free). |5 ericd. | ||
| 500 | |a Sponsoring Agency: National Science Foundation, Arlington, VA. |5 ericd. | ||
| 520 | |a Professional development that aims to transform teaching and build substantial knowledge of science and mathematics content is not a simple task of "design and implement"; rather, it involves remaining alert to the changing context in which professional developers are working, the stages of development teachers move through as they develop new knowledge and skills, and a host of other dynamics at work. Four case studies of professional development are synthesized in this report which discusses those decision points or dilemmas common to the cases. Professional development decisions related to philosophical versus pragmatic focus, depth versus breadth of the teacher target audience, and adoption versus development of curriculum are discussed. A framework for planning and analyzing professional development programs is also presented. (WRM) | ||
| 524 | |a NISE Brief, v3 n1 Apr 1999. |2 ericd. | ||
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| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd |
| 650 | 1 | 7 | |a Faculty Development. |2 ericd |
| 650 | 1 | 7 | |a Inservice Teacher Education. |2 ericd |
| 650 | 0 | 7 | |a Knowledge Base for Teaching. |2 ericd |
| 650 | 0 | 7 | |a Mathematics Education. |2 ericd |
| 650 | 1 | 7 | |a Mathematics Teachers. |2 ericd |
| 650 | 1 | 7 | |a Science Education. |2 ericd |
| 650 | 1 | 7 | |a Science Teachers. |2 ericd |
| 650 | 0 | 7 | |a Teacher Improvement. |2 ericd |
| 650 | 0 | 7 | |a Technology Education. |2 ericd |
| 700 | 1 | |a Loucks-Horsley, Susan. |0 http://id.loc.gov/authorities/names/n83027625 |1 http://isni.org/isni/000000006732019X | |
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