Professional Development for Science Teachers : Philosophies of Practice in Federally Funded Programs

Howard Walters

ISBN 10: 3639095952 / ISBN 13: 9783639095951

Published by VDM Verlag Dr. Müller, VDM Verlag Dr. Müller E.K., 2008

About this Item

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

Bibliographic Details

• Title: Professional Development for Science Teachers : Philosophies of Practice in Federally Funded Programs
• Publisher: VDM Verlag Dr. Müller, VDM Verlag Dr. Müller E.K.
• Publication Date: 2008
• Language: English
• ISBN 10: 3639095952
• ISBN 13: 9783639095951
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 220W x 150H x 11D millimeters 220 millimeters width by 150 millimeters height by 11 millimeters depth
• Weight: 292 grams

About this title

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.

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.