Project Texas: A Nontraditional Teacher Professional Development Model for Science Education

Childhood Education

Volumn 76, Issue 5, 2000, Pages 292-297

  Desjean Perrotta, Blanche ^a   Buehler, Deborah ^b  

^a UNIVERSITY OF TEXAS AT SAN ANTONIO   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0009765524     PISSN: 00094056     EISSN: 21620725     Source Type: Journal    
DOI: 10.1080/00094056.2000.10522116     Document Type: Article

References (24)

1. American Association for the Advancement of Science. 1993. Benchmarks in science literacy, Washington, DC: Author.
2. Ball, D. L., 1996. Teacher learning and the mathematics reforms: What we think we know and what we need to learn. Phi Delta Kappan, 77: 500–508.
3. Bandura, A., 1982. Self-efficacy mechanism in human agency. American Psychologist, 37: 122–147.
4. Brooks, J. G., and Brooks, M. G., 1993. In search of understanding: The case for constructivist classrooms, Alexandria, VA: Association for Supervision and Curriculum Development.
5. Cohen, D. K., McLaughlin, M. W., and Talbert, J. E., 1993. Teaching for understanding: Challenges for policy and practice, San Francisco: Jossey-Bass.
6. Elliott, J., 1991. Action research for educational change, Philadelphia: Open University Press.
7. Gibbons, S., Kimmel, H., and O'Shea, M., 1997. Changing teacher behavior through staff development: Implementing the teaching and content standards in science. School Science and Mathematics, 97: 302–309.
8. Haney, J., Czerniak, C., and Lumpe, A., 1996. Teacher beliefs and intentions regarding the implementation of science education reform strands. Journal of Research in Science Teaching, 33: 971–993.
9. Loucks-Horsley, S., Kapitan, R., Carlson, M., Kuerbis, P., Clark, R., Melle, G., Sache, T., and Walton, E., 1990. Elementary school science for the '90s, Alexandria, VA: Association for Supervision and Curriculum Development.
10. National Research Council. 1996. National science education standards, Washington, DC: National Academy Press.
11. National Staff Development Council. 1994. Standards for staff development, Oxford, OH: Author.
12. O'Brien, T., 1992. Science inservice workshops that work for elementary teachers. School Science and Mathematics, 92: 422–426.
13. Olson, M., 1997. “ Collaboration: An epistemological shift ”. In Recreating relationships: Collaborating and educational reform, Edited by: Christiansen, H., Goulet, L., Krentz, C., and Maeers, M., 13–26. Albany, NY: State University of New York.
14. Osterman, K. F., and Kottkamp, R. B., 1993. Reflective practice for educators: Improving schooling through professional development, Newbury Park, CA: Corwin Press.
15. Reys, B. J., Reys, R. E., Barnes, D., Beem, J., and Papick, I., 1997. Collaborative curriculum investigation as a vehicle for teacher enhancement and mathematics curriculum reform. School Science and Mathematics, 97: 253–259.
16. Rutherford, F. J., and Ahlgren, A., 1990. Science for all Americans, New York: Oxford University Press.
17. Schifter, D., 1996. A constructivist perspective on teaching and learning mathematics. Phi Delta Kappan, 78: 492–499.
18. Schumm, J. S., Vaughn, S., Gordon, J., and Rothlein, L., 1994. General education teachers' beliefs, skills, and practices in planning for mainstreamed students with learning disabilities. Teacher Education and Special Education, 17: 22–37.
19. Siegel, I. E., and Cocking, R. R., 1977. Cognitive development from childhood to adolescence: A constructivist perspective, New York: Holt, Rinehart and Winston.
20. Silversten, M. L., 1993. State of the art: Transforming ideas for teaching and learning science, Washington, DC: U.S. Department of Education.
21. Tobin, K., ed. 1993. The practice of constructivism in science education, Washington, DC: American Association for the Advancement of Science.
22. Udall, D., and Rugen, L., 1997. From the inside out. The expeditionary learning process of teacher change. Phi Delta Kappan, 78: 404–408.
23. Vukelich, C., and Wrenn, L., 1999. Quality professional development: What do we think we know?. Childhood Education, 75: 153–160.
24. Willis, C. R., and Harcombe, E. S., 1998. Knowledge construction in teacher-development practices. The Educational Forum, 62: 306–315.