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Science In Primary Schools Examining The Practices Of Effective Teachers

Author: Angela Fitzgerald
Publisher: Springer Science & Business Media
ISBN: 9460918581
Size: 38.17 MB
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If the status and quality of science education in schools is to improve, efforts need to be made to better understand the classroom practices of effective science teachers. Teachers are key players in a re-imagining of science education. This book explores how two primary school teachers, identified as effective practitioners, approached science teaching and learning over a unit of work. In recording the teaching and learning experiences in their classrooms, the author highlights how the two teachers adopted different approaches, drawing on their particular beliefs and knowledge, to support student learning in science in ways that were appropriate to their contexts as well as reflected their different experiences, strengths and backgrounds. Through sharing their stories, this book illustrates, that due to the complex nature of teaching and learning, there is no one way of defining effectiveness. In documenting this research, it is hoped that other teachers and teacher educators will be inspired to think about primary school science education in innovative ways.

How People Learn

Author: National Research Council
Publisher: National Academies Press
ISBN: 0309131979
Size: 43.80 MB
Format: PDF, ePub
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First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.

International Handbook Of Research On Teachers And Teaching

Author: Lawrence J. Saha
Publisher: Springer Science & Business Media
ISBN: 0387733175
Size: 23.62 MB
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The International Handbook of Research on Teachers and Teaching provides a fresh look at the ever changing nature of the teaching profession throughout the world. This collection of over 70 articles addresses a wide range of issues relevant for understanding the present educational climate in which the accountability of teachers and the standardized testing of students have become dominant.

Discourse Analytic Perspectives On Stem Education

Author: Juliet Langman
Publisher: Springer
ISBN: 3319551167
Size: 53.34 MB
Format: PDF, ePub
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This volume explores the nature of discourse in secondary and upper elementary mathematics and science classrooms. Chapters examine conditions that support or hinder teachers and students, in particular language learners, in employing language as a tool for learning. The volume provides rich oral and written language examples from a range of classroom contexts to illustrate how linguistic practices affect students’ appropriation and display of disciplinary specific knowledge. Chapters further explore linguistic practices through with the support of discourse analytic models that foreground the authentic classroom data with the aim of understanding the dynamics of the classroom. The authors investigate the intersection between discourse and learning from a range of perspectives, including an examination of key concepts such as intertextuality, interaction, mediation, scaffolding, appropriation, and adaptations. This volume offers concrete suggestions on how teachers might benefit from a discourse approach to teaching in the areas of mathematics and science.

Handbook Of Research On Science Education

Author: Norman G. Lederman
Publisher: Routledge
ISBN: 1136221972
Size: 78.31 MB
Format: PDF, ePub
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Building on the foundation set in Volume I—a landmark synthesis of research in the field—Volume II is a comprehensive, state-of-the-art new volume highlighting new and emerging research perspectives. The contributors, all experts in their research areas, represent the international and gender diversity in the science education research community. The volume is organized around six themes: theory and methods of science education research; science learning; culture, gender, and society and science learning; science teaching; curriculum and assessment in science; 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 the 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 and graduate students and leading to new insights and directions for future research, the Handbook of Research on Science Education, Volume II is an essential resource for the entire science education community.

Tep Vol 26 N4

Author: Teacher Education and Practice
Publisher: Rowman & Littlefield
ISBN: 1475819552
Size: 14.88 MB
Format: PDF, ePub
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Teacher Education and Practice, a peer-refereed journal, is dedicated to the encouragement and the dissemination of research and scholarship related to professional education. The journal is concerned, in the broadest sense, with teacher preparation, practice and policy issues related to the teaching profession, as well as being concerned with learning in the school setting. The journal also serves as a forum for the exchange of diverse ideas and points of view within these purposes. As a forum, the journal offers a public space in which to critically examine current discourse and practice as well as engage in generative dialogue. Alternative forms of inquiry and representation are invited, and authors from a variety of backgrounds and diverse perspectives are encouraged to contribute. Teacher Education & Practice is published by Rowman & Littlefield.

Social Science Learning In Schools

Author: Poonam Batra
Publisher: SAGE Publications India
ISBN: 8132105370
Size: 21.70 MB
Format: PDF, Mobi
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Social Science Learning in Schools: Perspective and Challenges locates the teaching and learning of social science within the larger perspective and aims of education. It emphasizes the need to take the teaching of social science beyond the confines of contemporary ideological debates, into the realm of pedagogical theory. It presents critical perspectives on curriculum design, textbook development and social science pedagogy. Discussions on pedagogy are situated in analyses of Eklayva's social science textbooks which were in use for over 15 years in government schools in Madhya Pradesh. The book explores the integral role of the teacher, importance of textbooks, and methods of social science enquiry in school teaching-learning. It interrogates integrated approaches to social science education, and notions of nationalism and identity. The book will serve as a seminal social science text for Indian elementary teacher education programmes. University departments of education, research institutions, NGOs and development organisations working in education, literacy and child development will find it an invaluable elementary education resource.

Teaching Science In Diverse Settings

Author: Angela Calabrese Barton
Publisher: Peter Lang Pub Incorporated
ISBN: 9780820449906
Size: 21.82 MB
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The essays in this book draw from current debates concerning schooling & the need for liberatory education, the social construction of science & of identity & systems of race, class & gender oppression & domination. These works force us to confront such questions as, How can we shape practice & curriculum to address the needs of diverse learners? In what ways do the marginalized discourses in theory & practice push us to fundamentally reformulate our conceptions of teachers/teaching, students/learning & subject matter knowledge (science & what it means to know & do science) & the multiple relationships between & among these domains? In what ways do the marginalized discourses in theory & practice push us to fundamentally reformulate our conceptions of "science for all?" What it really means, in the day-to-day practice of teachers, to enact more liberating pedagogies? This collection serves to educate readers about the importance, history & possibilities for marginalized discourses in science education & also to engage readers in multiple cases where contributors have systematically applied & examined what happens when these theoretical frames are brought to bear in classroom practice. (K-12 science & science teacher education)