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Professional Development for Science Teachers: Philosophies of Practice in Federally Funded Programs - Softcover
Synopsis
Over the past decade of activity in science educationin the United States, reform efforts haveincreasingly focused on the roles and capabilities ofscience teachers. Consequently, scalable andeffective models of continuing professionaldevelopment have been a goal of numerous federalagencies. The National Sea Grant Program, as one ofthe agencies within the U.S. Department of Commerce,has participated in developing numerous models forprofessional training. This current researchanalyzes these programs from nearly 200 universitiesacross the U.S., to identify common philosophicalorientations within typical program designs. Thisanalysis will be particularly helpful for thoseinvolved in agency-wide planning for continuingprofessional development of teachers, and for thosewith an academic interest in the epistemologicalbases for instructional design which linksphilosophical goals to program outcomes.
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About the Author
Dr. Howard Walters is Associate Professor and Department Chair inEducational Foundations at Ashland University. He is the authorof numerous papers and research studies concerned with scienceeducation nationally and internationally.
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Professional Development for Science Teachers
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Professional Development for Science Teachers : Philosophies of Practice in Federally Funded Programs
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Taschenbuch. Condition: Neu. Neuware - Over the past decade of activity in science educationin the United States, reform efforts haveincreasingly focused on the roles and capabilities ofscience teachers. Consequently, scalable andeffective models of continuing professionaldevelopment have been a goal of numerous federalagencies. The National Sea Grant Program, as one ofthe agencies within the U.S. Department of Commerce,has participated in developing numerous models forprofessional training. This current researchanalyzes these programs from nearly 200 universitiesacross the U.S., to identify common philosophicalorientations within typical program designs. Thisanalysis will be particularly helpful for thoseinvolved in agency-wide planning for continuingprofessional development of teachers, and for thosewith an academic interest in the epistemologicalbases for instructional design which linksphilosophical goals to program outcomes. Seller Inventory # 9783639095951
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