1 Wolff Michael Roth & Derrick R. Lavoie² 1 2 University of Victoria, Virtual Institute for Learning Resources The current reform in science education requires a substantive chan… mais…
1 Wolff Michael Roth & Derrick R. Lavoie² 1 2 University of Victoria, Virtual Institute for Learning Resources The current reform in science education requires a substantive change in how science is taught. Implicit in this reform is an equally substantive change in professional devel- ment practices at all levels. (NRC, 1996,p. 56) In a continuously changing society, it is not surprising that education also undergoes continuous change. Science education is no exception, and perhaps changes are more rapid given the daily construction of new scientific knowledge. In such a c- mate of continuous change, the preparation of science teachers has to follow suit in order to be appropriate to the reforms that national organizations encourage. H- ever, whereas science teaching reform movements spawned recommendations of what teachers should know and be able to do in order for their students to concep- alize and process science (NSTA, 1997), they provide little guidance in terms of - the-classroom concrete implementation. Thus, while national science education organizations continue to refine their positions about teacher education, there is no mechanism for translating these positions and statements into science education courses that can improve the preparation and quality of p- service science teachers at both the elementary and secondary levels. (Yager & Penick, 1990. p. 670) It is therefore not surprising that there are voices that describe teacher prepa- tion as unsuccessful and as unresponsive to reform efforts (Schnur & Golby, 1995). Books > Education & Teaching List_Books<
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1 Wolff Michael Roth & Derrick R. Lavoie² 1 2 University of Victoria, Virtual Institute for Learning Resources The current reform in science education requires a substantive chan… mais…
1 Wolff Michael Roth & Derrick R. Lavoie² 1 2 University of Victoria, Virtual Institute for Learning Resources The current reform in science education requires a substantive change in how science is taught. Implicit in this reform is an equally substantive change in professional devel- ment practices at all levels. (NRC, 1996,p. 56) In a continuously changing society, it is not surprising that education also undergoes continuous change. Science education is no exception, and perhaps changes are more rapid given the daily construction of new scientific knowledge. In such a c- mate of continuous change, the preparation of science teachers has to follow suit in order to be appropriate to the reforms that national organizations encourage. H- ever, whereas science teaching reform movements spawned recommendations of what teachers should know and be able to do in order for their students to concep- alize and process science (NSTA, 1997), they provide little guidance in terms of - the-classroom concrete implementation. Thus, while national science education organizations continue to refine their positions about teacher education, there is no mechanism for translating these positions and statements into science education courses that can improve the preparation and quality of p- service science teachers at both the elementary and secondary levels. (Yager & Penick, 1990. p. 670) It is therefore not surprising that there are voices that describe teacher prepa- tion as unsuccessful and as unresponsive to reform efforts (Schnur & Golby, 1995). Books > Reference and Language<
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1 Wolff Michael Roth & Derrick R. Lavoie² 1 2 University of Victoria, Virtual Institute for Learning Resources The current reform in science education requires a substantive chan… mais…
1 Wolff Michael Roth & Derrick R. Lavoie² 1 2 University of Victoria, Virtual Institute for Learning Resources The current reform in science education requires a substantive change in how science is taught. Implicit in this reform is an equally substantive change in professional devel- ment practices at all levels. (NRC, 1996,p. 56) In a continuously changing society, it is not surprising that education also undergoes continuous change. Science education is no exception, and perhaps changes are more rapid given the daily construction of new scientific knowledge. In such a c- mate of continuous change, the preparation of science teachers has to follow suit in order to be appropriate to the reforms that national organizations encourage. H- ever, whereas science teaching reform movements spawned recommendations of what teachers should know and be able to do in order for their students to concep- alize and process science (NSTA, 1997), they provide little guidance in terms of - the-classroom concrete implementation. Thus, while national science education organizations continue to refine their positions about teacher education, there is no mechanism for translating these positions and statements into science education courses that can improve the preparation and quality of p- service science teachers at both the elementary and secondary levels. (Yager & Penick, 1990. p. 670) It is therefore not surprising that there are voices that describe teacher prepa- tion as unsuccessful and as unresponsive to reform efforts (Schnur & Golby, 1995). Books List_Books<
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1 Wolff Michael Roth & Derrick R. Lavoie² 1 2 University of Victoria, Virtual Institute for Learning Resources The current reform in science education requires a substantive change in how… mais…
1 Wolff Michael Roth & Derrick R. Lavoie² 1 2 University of Victoria, Virtual Institute for Learning Resources The current reform in science education requires a substantive change in how science is taught. Implicit in this reform is an equally substantive change in professional devel- ment practices at all levels. (NRC, 1996,p. 56) In a continuously changing society, it is not surprising that education also undergoes continuous change. Science education is no exception, and perhaps changes are more rapid given the daily construction of new scientific knowledge. In such a c- mate of continuous change, the preparation of science teachers has to follow suit in order to be appropriate to the reforms that national organizations encourage. H- ever, whereas science teaching reform movements spawned recommendations of what teachers should know and be able to do in order for their students to concep- alize and process science (NSTA, 1997), they provide little guidance in terms of - the-classroom concrete implementation. Thus, while national science education organizations continue to refine their positions about teacher education, there is no mechanism for translating these positions and statements into science education courses that can improve the preparation and quality of p- service science teachers at both the elementary and secondary levels. (Yager & Penick, 1990. p. 670) It is therefore not surprising that there are voices that describe teacher prepa- tion as unsuccessful and as unresponsive to reform efforts (Schnur & Golby, 1995). Books > Education Soft cover, Springer Shop<
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Paperback, [PU: Springer], This unique, edited book is a must for science educators who desire to improve upon traditional methods for science teaching and learning., Teaching Of A Specif… mais…
Paperback, [PU: Springer], This unique, edited book is a must for science educators who desire to improve upon traditional methods for science teaching and learning., Teaching Of A Specific Subject, Teaching Of A Specific Subject<
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1 Wolff Michael Roth & Derrick R. Lavoie² 1 2 University of Victoria, Virtual Institute for Learning Resources The current reform in science education requires a substantive chan… mais…
1 Wolff Michael Roth & Derrick R. Lavoie² 1 2 University of Victoria, Virtual Institute for Learning Resources The current reform in science education requires a substantive change in how science is taught. Implicit in this reform is an equally substantive change in professional devel- ment practices at all levels. (NRC, 1996,p. 56) In a continuously changing society, it is not surprising that education also undergoes continuous change. Science education is no exception, and perhaps changes are more rapid given the daily construction of new scientific knowledge. In such a c- mate of continuous change, the preparation of science teachers has to follow suit in order to be appropriate to the reforms that national organizations encourage. H- ever, whereas science teaching reform movements spawned recommendations of what teachers should know and be able to do in order for their students to concep- alize and process science (NSTA, 1997), they provide little guidance in terms of - the-classroom concrete implementation. Thus, while national science education organizations continue to refine their positions about teacher education, there is no mechanism for translating these positions and statements into science education courses that can improve the preparation and quality of p- service science teachers at both the elementary and secondary levels. (Yager & Penick, 1990. p. 670) It is therefore not surprising that there are voices that describe teacher prepa- tion as unsuccessful and as unresponsive to reform efforts (Schnur & Golby, 1995). Books > Education & Teaching List_Books<
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1 Wolff Michael Roth & Derrick R. Lavoie² 1 2 University of Victoria, Virtual Institute for Learning Resources The current reform in science education requires a substantive chan… mais…
1 Wolff Michael Roth & Derrick R. Lavoie² 1 2 University of Victoria, Virtual Institute for Learning Resources The current reform in science education requires a substantive change in how science is taught. Implicit in this reform is an equally substantive change in professional devel- ment practices at all levels. (NRC, 1996,p. 56) In a continuously changing society, it is not surprising that education also undergoes continuous change. Science education is no exception, and perhaps changes are more rapid given the daily construction of new scientific knowledge. In such a c- mate of continuous change, the preparation of science teachers has to follow suit in order to be appropriate to the reforms that national organizations encourage. H- ever, whereas science teaching reform movements spawned recommendations of what teachers should know and be able to do in order for their students to concep- alize and process science (NSTA, 1997), they provide little guidance in terms of - the-classroom concrete implementation. Thus, while national science education organizations continue to refine their positions about teacher education, there is no mechanism for translating these positions and statements into science education courses that can improve the preparation and quality of p- service science teachers at both the elementary and secondary levels. (Yager & Penick, 1990. p. 670) It is therefore not surprising that there are voices that describe teacher prepa- tion as unsuccessful and as unresponsive to reform efforts (Schnur & Golby, 1995). Books > Reference and Language<
new in stock. Custos de envio:zzgl. Versandkosten., mais custos de envio
1 Wolff Michael Roth & Derrick R. Lavoie² 1 2 University of Victoria, Virtual Institute for Learning Resources The current reform in science education requires a substantive chan… mais…
1 Wolff Michael Roth & Derrick R. Lavoie² 1 2 University of Victoria, Virtual Institute for Learning Resources The current reform in science education requires a substantive change in how science is taught. Implicit in this reform is an equally substantive change in professional devel- ment practices at all levels. (NRC, 1996,p. 56) In a continuously changing society, it is not surprising that education also undergoes continuous change. Science education is no exception, and perhaps changes are more rapid given the daily construction of new scientific knowledge. In such a c- mate of continuous change, the preparation of science teachers has to follow suit in order to be appropriate to the reforms that national organizations encourage. H- ever, whereas science teaching reform movements spawned recommendations of what teachers should know and be able to do in order for their students to concep- alize and process science (NSTA, 1997), they provide little guidance in terms of - the-classroom concrete implementation. Thus, while national science education organizations continue to refine their positions about teacher education, there is no mechanism for translating these positions and statements into science education courses that can improve the preparation and quality of p- service science teachers at both the elementary and secondary levels. (Yager & Penick, 1990. p. 670) It is therefore not surprising that there are voices that describe teacher prepa- tion as unsuccessful and as unresponsive to reform efforts (Schnur & Golby, 1995). Books List_Books<
new in stock. Custos de envio:zzgl. Versandkosten., mais custos de envio
1 Wolff Michael Roth & Derrick R. Lavoie² 1 2 University of Victoria, Virtual Institute for Learning Resources The current reform in science education requires a substantive change in how… mais…
1 Wolff Michael Roth & Derrick R. Lavoie² 1 2 University of Victoria, Virtual Institute for Learning Resources The current reform in science education requires a substantive change in how science is taught. Implicit in this reform is an equally substantive change in professional devel- ment practices at all levels. (NRC, 1996,p. 56) In a continuously changing society, it is not surprising that education also undergoes continuous change. Science education is no exception, and perhaps changes are more rapid given the daily construction of new scientific knowledge. In such a c- mate of continuous change, the preparation of science teachers has to follow suit in order to be appropriate to the reforms that national organizations encourage. H- ever, whereas science teaching reform movements spawned recommendations of what teachers should know and be able to do in order for their students to concep- alize and process science (NSTA, 1997), they provide little guidance in terms of - the-classroom concrete implementation. Thus, while national science education organizations continue to refine their positions about teacher education, there is no mechanism for translating these positions and statements into science education courses that can improve the preparation and quality of p- service science teachers at both the elementary and secondary levels. (Yager & Penick, 1990. p. 670) It is therefore not surprising that there are voices that describe teacher prepa- tion as unsuccessful and as unresponsive to reform efforts (Schnur & Golby, 1995). Books > Education Soft cover, Springer Shop<
new in stock. Custos de envio:zzgl. Versandkosten., mais custos de envio
Paperback, [PU: Springer], This unique, edited book is a must for science educators who desire to improve upon traditional methods for science teaching and learning., Teaching Of A Specif… mais…
Paperback, [PU: Springer], This unique, edited book is a must for science educators who desire to improve upon traditional methods for science teaching and learning., Teaching Of A Specific Subject, Teaching Of A Specific Subject<
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Dados bibliográficos do melhor livro correspondente
This unique, edited book is a must for science educators who desire to improve upon traditional methods for science teaching and learning. It provides background, theoretical research-based frameworks, guidelines, and concrete examples for the implementation and assessment of innovative models of science learning, teaching, and professional preparation.
Dados detalhados do livro - Models of Science Teacher Preparation: Theory into Practice
EAN (ISBN-13): 9789048157556 ISBN (ISBN-10): 9048157552 Livro de bolso Ano de publicação: 2010 Editor/Editora: Springer-Verlag GmbH 236 Páginas Peso: 0,363 kg Língua: eng/Englisch
Livro na base de dados desde 2011-12-11T12:03:08+00:00 (Lisbon) Página de detalhes modificada pela última vez em 2022-02-03T18:53:55+00:00 (Lisbon) Número ISBN/EAN: 9789048157556
Número ISBN - Ortografia alternativa: 90-481-5755-2, 978-90-481-5755-6 Ortografia alternativa e termos de pesquisa relacionados: Autor do livro: roth wolff michael, derrick, von roth, victoria wolff Título do livro: teacher
Dados da editora
Autor: D.R. Lavoie; W.M. Roth Título: Contemporary Trends and Issues in Science Education; Models of Science Teacher Preparation - Theory into Practice Editora: Springer; Springer Netherland 227 Páginas Ano de publicação: 2010-12-15 Dordrecht; NL Impresso / Feito em Língua: Inglês 106,99 € (DE) 109,99 € (AT) 118,00 CHF (CH) POD VII, 227 p.
Collaboration and Apprenticeship Models.- Becoming-in-the-Classroom: Learning to Teach in/as Praxis.- Teams: A Science Learning and Teaching Apprenticeship Model.- A Problem-Based Learning Approach to Science Teacher Preparation.- Linking Schools and Universities in Partnership for Science Teacher Preparation.- The Dynamics of Collaboration in a State-Wide Professional Development Program for Cience Teachers.- Special Issues-Driven Models.- Instructional Congruence to Promote Science Learning and Literacy Development for Linguistically Diverse Students.- Gender Equity and Science Teacher Preparation.- Assessment Models that Integrate Theory and Best Practice.- New Technologies and Science Teacher Preparation.- Preparing New Teachers for Integrated-Science Classrooms.- Critical Multiculturalism and Science Teacher Education Programs.- Portraits of Professional Development Models in Science Teacher Education: A Synthesis of Perspectives and Issues.
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