Towards Inclusion of All Learners through Science Teacher Education PDF Download
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Author: Michele Koomen
Publisher: BRILL
ISBN: 9004368426
Category : Education
Languages : en
Pages : 364
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Book Description
Towards Inclusion of All Learners through Science Teacher Education serves as an indispensable resource for teachers and teacher educators wishing to understand how to educate students with exceptionalities in science. This book begins with the voices and stories of the experts: current and former K-12 students with disabilities sharing their experiences in science education classrooms. The voices of students with disabilities are then connected to the work of leading experts in the area of science education for individuals with disabilities in an effort to address the goals of national reform documents by ensuring rigorous science experiences for all students. It is written in a highly accessible and practical manner, making it ideal for all educators including pre-service and in-service teachers, teacher educators, researchers, and curriculum developers.
Author: Michele Koomen
Publisher: BRILL
ISBN: 9004368426
Category : Education
Languages : en
Pages : 364
Get Book Here
Book Description
Towards Inclusion of All Learners through Science Teacher Education serves as an indispensable resource for teachers and teacher educators wishing to understand how to educate students with exceptionalities in science. This book begins with the voices and stories of the experts: current and former K-12 students with disabilities sharing their experiences in science education classrooms. The voices of students with disabilities are then connected to the work of leading experts in the area of science education for individuals with disabilities in an effort to address the goals of national reform documents by ensuring rigorous science experiences for all students. It is written in a highly accessible and practical manner, making it ideal for all educators including pre-service and in-service teachers, teacher educators, researchers, and curriculum developers.
Author: John T. Almarode
Publisher: Routledge
ISBN: 0429516444
Category : Education
Languages : en
Pages : 241
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Book Description
Focused on engaging all students, Inclusive Teaching in the Early Childhood Science Classroom walks readers through the process of planning, developing, and implementing science instruction for early learners. Drawing on a range of pedagogical processes and approaches, this comprehensive text links science to other disciplines and explores how we develop language, social-emotional, and content learning through early childhood science. Each chapter is framed around an essential question and features success criteria and reflection tasks to guide readers through the content. Aligned with the Next Generation Science Standards and addressing the Interstate New Teacher Assessment and Support Consortium Model Core Teaching Standards, this textbook is critical reading for preservice teacher education students enrolled in an inclusive early childhood or early childhood science methods course.
Author: Julie A. Luft
Publisher: Routledge
ISBN: 1000568016
Category : Education
Languages : en
Pages : 663
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Book Description
This groundbreaking handbook offers a contemporary and thorough review of research relating directly to the preparation, induction, and career long professional learning of K–12 science teachers. Through critical and concise chapters, this volume provides essential insights into science teacher education that range from their learning as individuals to the programs that cultivate their knowledge and practices. Each chapter is a current review of research that depicts the area, and then points to empirically based conclusions or suggestions for science teacher educators or educational researchers. Issues associated with equity are embedded within each chapter. Drawing on the work of over one hundred contributors from across the globe, this handbook has 35 chapters that cover established, emergent, diverse, and pioneering areas of research, including: Research methods and methodologies in science teacher education, including discussions of the purpose of science teacher education research and equitable perspectives; Formal and informal teacher education programs that span from early childhood educators to the complexity of preparation, to the role of informal settings such as museums; Continuous professional learning of science teachers that supports building cultural responsiveness and teacher leadership; Core topics in science teacher education that focus on teacher knowledge, educative curricula, and working with all students; and Emerging areas in science teacher education such as STEM education, global education, and identity development. This comprehensive, in-depth text will be central to the work of science teacher educators, researchers in the field of science education, and all those who work closely with science teachers.
Author: Norman G. Lederman
Publisher: Taylor & Francis
ISBN: 1000828662
Category : Education
Languages : en
Pages : 1916
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Book Description
Volume III of this landmark synthesis of research offers a comprehensive, state-of-the-art survey highlighting new and emerging research perspectives in science education. Building on the foundations set in Volumes I and II, Volume III provides a globally minded, up-to-the-minute survey of the science education research community and represents the diversity of the field. Each chapter has been updated with new research and new content, and Volume III has been further developed to include new and expanded coverage on astronomy and space education, epistemic practices related to socioscientific issues,design-based research, interdisciplinary and STEM education, inclusive science education, and the global impact of nature of science and scientific inquiry literacy. As with the previous volumes, Volume III is organized around six themes: theory and methods of science education research; science learning; diversity and equity; science teaching; curriculum and assessment; and science teacher education. Each chapter presents an integrative review of the research on the topic it addresses, pulling together the existing research, working to understand historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature. Providing guidance to science education faculty, scholars, and graduate students, and pointing towards future directions of the field, Handbook of Research on Science Education Research, Volume III offers an essential resource to all members of the science education community.
Author: Ed Linz
Publisher:
ISBN: 9781681402116
Category :
Languages : en
Pages : 0
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Book Description
In Team Teaching Science, Ed Linz, Mary Jane Heater, and Lori A. Howard demonstrate the truth in the old adage " Two heads are better than one." This guide for developing successful team-teaching partnerships that maximize student learning will help preservice and inservice special education and science teachers in grades K- 12, as well as methods professors in science education programs who want to cover special needs issues in their curriculum. Using both research-based practices and personal insight from experienced team teachers, the authors strive to make team teaching beneficial for students and accessible for teachers. Linz, Heater, and Howard provide background information on science teaching and team teaching and, most important, six chapters on how to teach specific science topics and how a co-teaching team can proceed through the school year.The basic elements of collaboration are introduced, along with chapters on co-teaching strategies to implement in elementary, middle, and high school classrooms. The authors, who have years of co-teaching experience, offer practical advice that teachers can apply to their own classrooms. Teaching a diverse group of students is one challenge teachers will likely encounter in a team-teaching environment; the authors address the difficulties that may arise, as well as issues related to assessment, curriculum, and necessary accommodations and modifications. For those tackling the challenges of team teaching, this book will prove to be a valuable resource for making team teaching a positive experience for both students and teachers.
Author: John Almarode
Publisher: Corwin Press
ISBN: 1506394191
Category : Education
Languages : en
Pages : 131
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Book Description
In the best science classrooms, teachers see learning through the eyes of their students, and students view themselves as explorers. But with so many instructional approaches to choose from—inquiry, laboratory, project-based learning, discovery learning—which is most effective for student success? In Visible Learning for Science, the authors reveal that it’s not which strategy, but when, and plot a vital K-12 framework for choosing the right approach at the right time, depending on where students are within the three phases of learning: surface, deep, and transfer. Synthesizing state-of-the-art science instruction and assessment with over fifteen years of John Hattie’s cornerstone educational research, this framework for maximum learning spans the range of topics in the life and physical sciences. Employing classroom examples from all grade levels, the authors empower teachers to plan, develop, and implement high-impact instruction for each phase of the learning cycle: Surface learning: when, through precise approaches, students explore science concepts and skills that give way to a deeper exploration of scientific inquiry. Deep learning: when students engage with data and evidence to uncover relationships between concepts—students think metacognitively, and use knowledge to plan, investigate, and articulate generalizations about scientific connections. Transfer learning: when students apply knowledge of scientific principles, processes, and relationships to novel contexts, and are able to discern and innovate to solve complex problems. Visible Learning for Science opens the door to maximum-impact science teaching, so that students demonstrate more than a year’s worth of learning for a year spent in school.
Author: Trumble, Jason
Publisher: IGI Global
ISBN: 1668455862
Category : Education
Languages : en
Pages : 316
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Book Description
Digital age learners come to the science classroom equipped with a wide range of skills and a wealth of information at their fingertips. Although science and technology have enjoyed a symbiotic relationship, the ubiquity of information technologies requires teachers to modify instruction and experiences for K-12 science learners. Environmental and societal changes have impacted how and when students acquire and synthesize knowledge. These changes compel us to modify and adjust to improve the practice of teaching science to meet the unique needs of students who are growing up in a society dominated by connected digital devices, constant communication, and the ubiquity of information. Theoretical and Practical Teaching Strategies for K-12 Science Education in the Digital Age disseminates theory-informed practices for science teachers that increase their instructional effectiveness in teaching digital age learners. It communicates how to increase science educators understandings of the needs of digital age learners, develops theoretical and practical teaching strategies that align with science content, and integrates technologies for learning with fidelity. Covering topics such as design-based inclusive science, project-based learning, and science instruction, this premier reference source is an excellent resource for administrators and science educators within K-12 education, pre-service teachers, teacher educators, librarians, researchers, and academicians.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309133831
Category : Education
Languages : en
Pages : 404
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Book Description
What is science for a child? How do children learn about science and how to do science? Drawing on a vast array of work from neuroscience to classroom observation, Taking Science to School provides a comprehensive picture of what we know about teaching and learning science from kindergarten through eighth grade. By looking at a broad range of questions, this book provides a basic foundation for guiding science teaching and supporting students in their learning. Taking Science to School answers such questions as: When do children begin to learn about science? Are there critical stages in a child's development of such scientific concepts as mass or animate objects? What role does nonschool learning play in children's knowledge of science? How can science education capitalize on children's natural curiosity? What are the best tasks for books, lectures, and hands-on learning? How can teachers be taught to teach science? The book also provides a detailed examination of how we know what we know about children's learning of scienceâ€"about the role of research and evidence. This book will be an essential resource for everyone involved in K-8 science educationâ€"teachers, principals, boards of education, teacher education providers and accreditors, education researchers, federal education agencies, and state and federal policy makers. It will also be a useful guide for parents and others interested in how children learn.
Author: Management Association, Information Resources
Publisher: IGI Global
ISBN: 166843671X
Category : Education
Languages : en
Pages : 1090
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Book Description
Inclusion in the classroom is a growing phenomenon that covers a range of areas and subjects; with prominent discussions about race, gender, sexual orientation, and age, today’s world is increasingly focused on making sure education is designed so everyone can succeed. Inclusivity in special education is particularly important as special education covers a wide range of students, including those with physical, intellectual, and behavioral disabilities. As more research and information surrounding best practices, new technologies, and teacher education for special education is considered, it is imperative that teachers and administrators remain up to date on these innovative techniques. The Research Anthology on Inclusive Practices for Educators and Administrators in Special Education is a critical reference source that includes abundant research on all aspects of inclusion in special education as well as the latest trends, research, and studies to provide a comprehensive look at the current state of special education. Covering topics such as accessibility, educational models, teacher training, and assistive technologies, it is ideal for special education teachers, academicians, in-service teachers, pre-service teachers, professors, students, researchers, professionals, administrators, curriculum developers, instructional designers, and policymakers.
Author: Powell, Wardell A.
Publisher: IGI Global
ISBN: 1799845591
Category : Language Arts & Disciplines
Languages : en
Pages : 359
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Book Description
Socioscientific issues require individuals to use moral and ethical considerations to help in their evaluation of evidence and decision making, entailing controversial scientific phenomena. Such issues include genetic engineering and biotechnology. Socioscientific issues pedagogy has the potential to enhance students’ overall conceptual understanding of scientific phenomena that affect the daily lives of people across the globe. Socioscientific Issues-Based Instruction for Scientific Literacy Development is a critical scholarly publication that examines the development of a research-based integrated socioscientific issues pedagogy for use in the K-12 system, teacher education preparation, and informal education centers. The publication focuses on science education researchers and pre-service and in-service teachers’ abilities to design and implement meaningful learning opportunities for students to use rationalistic, intuitive, and emotive perspectives as they engage in information reasoning on scientific topics, such as climate change and CRISPR, that are of utmost importance. Teachers in the K-12 system and informal education settings will be able to use this text to enhance scientific literacy among their students. Instructors in teacher preparation programs will be able to use this research-based text to improve pre-service and in-service teachers’ abilities to use socioscientific issues pedagogy to enhance scientific literacy among K-12 students. Additionally, audiences including researchers, administrators, academicians, policymakers, and students will find this book beneficial for their studies.
