Science teachers' learning: enhancing opportunities, creating supportive contexts
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| Corporate Author: | |
|---|---|
| Other Authors: | , , |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
Washington, DC
the National Academies Press
[2015]
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| Subjects: | |
| Item Description: | Title from PDF title page (National Academies Press, viewed January 20, 2016) |
| Physical Description: | 1 online resource (xiv, 242 pages) |
| ISBN: | 9780309380195 0309380197 |
Staff View
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| 110 | 2 | |a National Academies of Sciences, Engineering, and Medicine (U.S.) |b Committee on Strengthening Science Education through a Teacher Learning Continuum |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Science teachers' learning |b enhancing opportunities, creating supportive contexts |c Committee on Strengthening Science Education through a Teacher Learning Continuum ; Suzanne Wilson, Heidi Schweingruber, and Natalie Nielsen, editors ; Board on Science Education, Teacher Advisory Council, Division of Behavioral and Social Sciences and Education, the National Academies of Sciences, Engineering, Medicine |
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| 505 | 8 | |a Introduction -- A new vision of science teaching and learning -- The current status of science instruction -- The K-12 science teaching workforce -- Science teachers' learning needs -- Professional development programs -- Teacher learning in schools and classrooms -- Creating a supportive context for teacher learning -- Conclusions, recommendations, and directions for research -- Appendix: Biographical sketches of committee members and staff | |
| 505 | 8 | |a 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. | |
| 505 | 8 | |a 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. | |
| 505 | 8 | |a 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 | |
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| 650 | 4 | |a Naturwissenschaft | |
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| 700 | 1 | |a Wilson, Suzanne M. |d 1955- |4 edt | |
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Record in the Search Index
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| author2 | Wilson, Suzanne M. 1955- Schweingruber, Heidi A. Nielsen, Natalie 1966- |
| author2_role | edt edt edt |
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| author_corporate | National Academies of Sciences, Engineering, and Medicine (U.S.) Committee on Strengthening Science Education through a Teacher Learning Continuum |
| author_corporate_role | aut |
| author_facet | Wilson, Suzanne M. 1955- Schweingruber, Heidi A. Nielsen, Natalie 1966- National Academies of Sciences, Engineering, and Medicine (U.S.) Committee on Strengthening Science Education through a Teacher Learning Continuum |
| author_sort | National Academies of Sciences, Engineering, and Medicine (U.S.) Committee on Strengthening Science Education through a Teacher Learning Continuum |
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| contents | Introduction -- A new vision of science teaching and learning -- The current status of science instruction -- The K-12 science teaching workforce -- Science teachers' learning needs -- Professional development programs -- Teacher learning in schools and classrooms -- Creating a supportive context for teacher learning -- Conclusions, recommendations, and directions for research -- Appendix: Biographical sketches of committee members and staff 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 |
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| dewey-ones | 372 - Primary education (Elementary education) |
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| dewey-search | 372.35044 |
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| discipline | Pädagogik |
| format | Electronic eBook |
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| spelling | National Academies of Sciences, Engineering, and Medicine (U.S.) Committee on Strengthening Science Education through a Teacher Learning Continuum Verfasser aut Science teachers' learning enhancing opportunities, creating supportive contexts Committee on Strengthening Science Education through a Teacher Learning Continuum ; Suzanne Wilson, Heidi Schweingruber, and Natalie Nielsen, editors ; Board on Science Education, Teacher Advisory Council, Division of Behavioral and Social Sciences and Education, the National Academies of Sciences, Engineering, Medicine Washington, DC the National Academies Press [2015] © 2015 1 online resource (xiv, 242 pages) txt rdacontent c rdamedia cr rdacarrier Title from PDF title page (National Academies Press, viewed January 20, 2016) Introduction -- A new vision of science teaching and learning -- The current status of science instruction -- The K-12 science teaching workforce -- Science teachers' learning needs -- Professional development programs -- Teacher learning in schools and classrooms -- Creating a supportive context for teacher learning -- Conclusions, recommendations, and directions for research -- Appendix: Biographical sketches of committee members and staff 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 EDUCATION / Elementary bisacsh Naturwissenschaft Science Study and teaching (Elementary) Standards United States Science Study and teaching (Middle school) Standards United States Science Study and teaching (Secondary) Standards United States Next Generation Science Standards (Education) USA Wilson, Suzanne M. 1955- edt Schweingruber, Heidi A. edt Nielsen, Natalie 1966- edt Erscheint auch als Druck-Ausgabe 9780309380188 |
| spellingShingle | Science teachers' learning enhancing opportunities, creating supportive contexts Introduction -- A new vision of science teaching and learning -- The current status of science instruction -- The K-12 science teaching workforce -- Science teachers' learning needs -- Professional development programs -- Teacher learning in schools and classrooms -- Creating a supportive context for teacher learning -- Conclusions, recommendations, and directions for research -- Appendix: Biographical sketches of committee members and staff 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 EDUCATION / Elementary bisacsh Naturwissenschaft Science Study and teaching (Elementary) Standards United States Science Study and teaching (Middle school) Standards United States Science Study and teaching (Secondary) Standards United States Next Generation Science Standards (Education) |
| title | Science teachers' learning enhancing opportunities, creating supportive contexts |
| title_auth | Science teachers' learning enhancing opportunities, creating supportive contexts |
| title_exact_search | Science teachers' learning enhancing opportunities, creating supportive contexts |
| title_full | Science teachers' learning enhancing opportunities, creating supportive contexts Committee on Strengthening Science Education through a Teacher Learning Continuum ; Suzanne Wilson, Heidi Schweingruber, and Natalie Nielsen, editors ; Board on Science Education, Teacher Advisory Council, Division of Behavioral and Social Sciences and Education, the National Academies of Sciences, Engineering, Medicine |
| title_fullStr | Science teachers' learning enhancing opportunities, creating supportive contexts Committee on Strengthening Science Education through a Teacher Learning Continuum ; Suzanne Wilson, Heidi Schweingruber, and Natalie Nielsen, editors ; Board on Science Education, Teacher Advisory Council, Division of Behavioral and Social Sciences and Education, the National Academies of Sciences, Engineering, Medicine |
| title_full_unstemmed | Science teachers' learning enhancing opportunities, creating supportive contexts Committee on Strengthening Science Education through a Teacher Learning Continuum ; Suzanne Wilson, Heidi Schweingruber, and Natalie Nielsen, editors ; Board on Science Education, Teacher Advisory Council, Division of Behavioral and Social Sciences and Education, the National Academies of Sciences, Engineering, Medicine |
| title_short | Science teachers' learning |
| title_sort | science teachers learning enhancing opportunities creating supportive contexts |
| title_sub | enhancing opportunities, creating supportive contexts |
| topic | EDUCATION / Elementary bisacsh Naturwissenschaft Science Study and teaching (Elementary) Standards United States Science Study and teaching (Middle school) Standards United States Science Study and teaching (Secondary) Standards United States Next Generation Science Standards (Education) |
| topic_facet | EDUCATION / Elementary Naturwissenschaft Science Study and teaching (Elementary) Standards United States Science Study and teaching (Middle school) Standards United States Science Study and teaching (Secondary) Standards United States Next Generation Science Standards (Education) USA |
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