The Status of Middle School and Junior High School Science: Technical report PDF Download
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Author: Paul DeHart Hurd
Publisher:
ISBN:
Category : Junior high schools
Languages : en
Pages : 338
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Book Description
Author: Paul DeHart Hurd
Publisher:
ISBN:
Category : Junior high schools
Languages : en
Pages : 338
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Book Description
Author: Paul DeHart Hurd
Publisher: Teachers College Press
ISBN: 9780807739228
Category : Education
Languages : en
Pages : 116
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Book Description
In this penetrating volume, Paul DeHart Hurd combines more than half a century of experience and current scholarship with his vision for improving the middle school science curriculum. While others have failed to center adolescents in science curricula, Hurd recognizes the biological, social, and emotional needs of this population. Looking toward the future to properly educate students now, Hurds curriculum presents todays youth with the culture of science and technology that has import in their lives. The end result? An important contribution to the study of curriculum and a substantial pedagogical tool from an eminent thinker.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 374
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Book Description
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 2124
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1208
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Book Description
Author: Rodger W. Bybee
Publisher:
ISBN:
Category : Curriculum planning
Languages : en
Pages : 156
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1290
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Book Description
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309380189
Category : Education
Languages : en
Pages : 257
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Book Description
Currently, many states are adopting the Next Generation Science Standards (NGSS) or are revising their own state standards in ways that reflect the NGSS. For students and schools, the implementation of any science standards rests with teachers. For those teachers, an evolving understanding about how best to teach science represents a significant transition in the way science is currently taught in most classrooms and it will require most science teachers to change how they teach. That change will require learning opportunities for teachers that reinforce and expand their knowledge of the major ideas and concepts in science, their familiarity with a range of instructional strategies, and the skills to implement those strategies in the classroom. Providing these kinds of learning opportunities in turn will require profound changes to current approaches to supporting teachers' learning across their careers, from their initial training to continuing professional development. A teacher's capability to improve students' scientific understanding is heavily influenced by the school and district in which they work, the community in which the school is located, and the larger professional communities to which they belong. Science Teachers' Learning provides guidance for schools and districts on how best to support teachers' learning and how to implement successful programs for professional development. This report makes actionable recommendations for science teachers' learning that take a broad view of what is known about science education, how and when teachers learn, and education policies that directly and indirectly shape what teachers are able to learn and teach. The challenge of developing the expertise teachers need to implement the NGSS presents an opportunity to rethink professional learning for science teachers. Science Teachers' Learning will be a valuable resource for classrooms, departments, schools, districts, and professional organizations as they move to new ways to teach science.
Author: University of the State of New York. Board of Regents
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 548
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Book Description
Author: University of the State of New York
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 546
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Book Description
No. 104-117 contain also the Regents bulletins.
