Issues Of Curriculum Reform In Science Mathematics And Higher Order Thinking Across The Disciplines
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Issues of Curriculum Reform in Science, Mathematics and Higher Order Thinking Across the Disciplines by Ronald D. Anderson Pdf
An extensive review of the literature in the area of curriculum reform in science, math. & higher order thinking across the disciplines. Extensive bibliography.
Handbook of Research on Science Education by Sandra K. Abell,Ken Appleton,Deborah L. Hanuscin Pdf
This state-of-the art research Handbook provides a comprehensive, coherent, current synthesis of the empirical and theoretical research concerning teaching and learning in science and lays down a foundation upon which future research can be built. The contributors, all leading experts in their research areas, represent the international and gender diversity that exists in the science education research community. As a whole, the Handbook of Research on Science Education demonstrates that science education is alive and well and illustrates its vitality. It is an essential resource for the entire science education community, including veteran and emerging researchers, university faculty, graduate students, practitioners in the schools, and science education professionals outside of universities. The National Association for Research in Science Teaching (NARST) endorses the Handbook of Research on Science Education as an important and valuable synthesis of the current knowledge in the field of science education by leading individuals in the field. For more information on NARST, please visit: http://www.narst.org/.
Education and Technology by DIANE Publishing Company Pdf
Includes: schooling and learning in an information society (the 3 great codes and the creation of human culture); learning and teaching in 2004: the BIG DIG; the future of teaching; year 2005: using technology to build communities of understanding; and public school teachers using machines in the next decade (spread of computers in schools: confusion over access, use, and innovation). Also: is there a Federal role? will promising visions become a reality? key issues for future visions of educational technology; technology and school reform: setting the context, and more.
Secondary STEM Educational Reform by C. Johnson Pdf
Federal and state funding agencies have invested billions of dollars into secondary STEM (Science, Technology, Education, Mathematics) educational reform over the past decade. This volume addresses the interplay of external and internal variables associated with school reform and how this dynamic has impacted many efforts.
Nearly all school reforms, regardless of their scope or intended target, share a number of characteristics. This report reviews the essential elements of planning, implementing, and sustaining school reform and presents eight key lessons to guide prospective reformers. The lessons are drawn from 12 major studies of education reform funded by the U.S. Department of Education, Office of Educational Research and Improvement (OERI) between 1990 and 1995. These studies were built around case analyses describing practices that educators could emulate, or at least learn from, if they wanted to undertake work in a particular reform area. The lessons, which emphasize a comprehensive, strategic approach to school reform, center on the issues of leadership, goals, timing, training, flexibility, infrastructure, resource management, and self-assessment. Appendices contain planning guides, worksheets, and a brief description of each of the OERI education reform studies. (Contains 32 references.) (LMI)
Changing the Subject by J. Myron Atkin,Paul Black Pdf
Change in education is too often a process which enthusiasts, ranging from top policy makers to groups of teachers, plan and drive forward, but in which they all find unexpected pitfalls. Every innovation depends on the commitment of schools and teachers to make it work. But often that commitment is lacking, or is less than total, or it turns to fustration as events develop. This book is based on a set of stories from teachers and education professionals in thirteen OECD countries. Twenty-three case studies of educational innovation in science, mathematics and technology have involved school teachers, inspectors, academics (both subject specialists and educational researchers), policy makers and advisors. The case studies come from Australia, Canada, France, Germany, Ireland, Japan, the Netherlands, Norway, Scotland, Spain, Switzerland and the USA. Drawing on this rich variety of material the authors concentrate on the origins and purposes of innovation within and across the science, mathematics and technology curricula. They consider the conceptions of the three subjects, along with issues of teaching, learning and assessment, and explore the involvement of both teachers and students. They reflect on the various strategies adopted to cope with or bring about change, and offer valuable insights to advisors, developers, policy makers and practitioners, both in schools and outside. The writing team includes Paul Black, King's College London; Mike Atkin, Stanford University; Raymond Duval, University of Lille; Edwyn James, Consultant, OECD; John Olson, Queen's University of Kingston, Ontario; Dieter Pevsner, Consultant, London; Senta Raizen, National Centre for Improving Science Education, Washington; Maria Saez, University of Valladolid, Spain; and Helen Simons, Southampton University. Published in association with the OECD
The essays in this collection discuss the development and implementation of the collaborative Women and Science Project, which aimed to improve undergraduate science education by increasing faculty expertise in gender and science scholarship and pedagogy, and by providing role models of professional women scientists, improving the classroom climate, and creating "science communities." The essays are: (1) "Flickering Clusters" (Jacqueline Ross); (2) "Foundations of Teaching and Faculty Development" (Cheryl Ney); (3) "Transforming Pedagogy" (Laura Stempel with Cheryl Ney and Jacqueline Ross) and "How Can We Improve Our Science Teaching? A Case for Cultural Knowledge" (Catherine Middlecamp); (4) "Transforming Classroom Climate and Changing Course Content" (Laura Stempel with Cheryl Ney and Jacqueline Ross) and "Shades of Grey: Changing the Content of Science Courses To Include and Encourage the Underrepresented" (Caitlyn Allen); (5) "Building Collaborative Communities" (Laura Stempel with Cheryl Ney and Jacqueline Ross) and "A Project Administrator's Perspective" (Jacqueline Ross); and (6) "Institutionalizing Change" (Laura Stempel with Cheryl Ney and Jacqueline Ross), "Developing and Implementing a 'Gender issues in Science' Course" (Kim Mogen), "The Math and Science Program for Minority Students Program" (Marc R. Goulet); and "Ensuring the Future: Institutionalizing the Values of the Women and Science Program" (Michael Zimmerman). An epilogue by Jacqueline Ross discusses the essays and the project. Appendixes contain an "Evaluators' Report" by Judith Levy and Gloria Rogers and a literature review by Nancy Mortel and Rebecca Armstrong with Phyllis Weisbard and Laura Stempel. (SLD).
International Handbook of Science Education by B. Fraser,Kenneth Tobin Pdf
The International Handbook of Science Education is a two volume edition consisting of 77 chapters arranged into 10 sections pertaining to the most significant issues in science education. Current research and thinking and associated implications for practice are presented for learning, teaching, learning environments, teacher education, curriculum, educational technology, research methods, assessments and evaluation, equity, and history and philosophy of science. Each section contains a lead chapter that provides an overview and synthesis of the field and 5-8 related chapters that provide a narrower focus on research and current thinking on the key issues in that field. Leading researchers from around the world have participated as authors and consultants to produce a resource that is comprehensive, detailed and up to date. The chapters provide the most recent and advanced thinking in science education from international leaders in the field. The Handbook is the most authoritative resource yet produced in science education.
