Theoretical Bases for Reform of Science Teacher Education

Elementary School Journal

Volumn 97, Issue 4, 1996, Pages

  Dana, Thomas M ^a   Campbell, Lois M ^a   Lunetta, Vincent N ^a  

^a PENNSYLVANIA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0013285540     PISSN: 00135984     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (54)

1. American Association for the Advancement of Science. (1967). Science - a process approach. New York: Xerox Education Division, Ginn.
2. American Association for the Advancement of Science. (1989). Science for all Americans. Washington, DC: Author.
3. Barth, R. (1990). Improving schools from within. San Francisco: Jossey-Bass.
4. Calderhead, J., & Gates, P. (1993). Conceptualizing reflection in teacher development. London: Falmer.
5. Carnegie Task Force on Teaching as a Profession. (1986). A nation prepared: Teachers for the 21st century. New York: Carnegie Forum on Education and the Economy.
6. Clift, R. T., Houston, W. R., & Pugach, M. C. (1990). Encouraging reflective practice in education: An analysis of issues and programs. New York: Teachers College Press.
7. Dana, T. M., & Davis, N. T. (1993). On considering constructivism for improving mathematics education and science teaching and learning. In K. G. Tobin (Ed.), The practice of constructivism in science education (pp. 325-333). Washington, DC: American Association for the Advancement of Science.
8. Dana, T. M., & Tippins, D. J. (in press). Portfolios, reflections, and educating prospective teachers of science. In K. Tobin & B. Fraser (Eds.), International handbook of science education. Dordrecht: Kluwer.
9. Darling-Hammond, L. (1994). Developing professional development schools: Early lessons, challenge, and promise. In L. Darling-Hammond (Ed.), Professional development schools: Schools for developing a profession (pp. 1-27). New York: Teachers College Press.
10. Darling-Hammond, L., & Cobb, V. L. (1996). The changing context for teacher education. In F. Murray (Ed.), The teacher educator's handbook (pp. 14-62). San Francisco: Jossey-Bass.
11. Davis, N. T., Shaw, K. L., & McCarty, B. J. (1993). Creating cultures for change in mathematics and science teaching. In P. A. Rubba, L. M. Campbell, & T. M. Dana (Eds.), Excellence in educating teachers of science (1993 yearbook of the Association for the Education of Teachers in Science, pp. 221-236). Columbus, OH: ERIC Clearinghouse for Mathematics, Science, and Environmental Education.
12. DeBoer, G. E. (1991). A history of ideas in science education. New York: Teachers College Press.
13. Dewey, J. (1916). Democracy and education. New York: Macmillan.
14. Driver, R. (1995). Constructivist approaches to science teaching. In L. Steffe & J. Gale (Eds.), Constructivism in education (pp. 385-400). Hillsdale, NJ: Erlbaum.
15. Duit, R., & Treagust, D. (1995). Students' conceptions and constructivist teaching. In B. J. Fraser & H. J. Walberg (Eds.), Improving science education (pp. 46-69). Chicago: National Society for the Study of Education.
16. Educational Development Center. (1969). Elementary science study. Manchester, MO: McGraw Hill, Webster Division.
17. Fosnot, C. (1989). Enquiring teachers, enquiring learners. New York: Teachers College Press.
18. Fullan, M. (1991). The new meaning of educational change. New York: Teachers College Press.
19. Fullan, M., & Hargreaves, A. (1992). Teacher development and educational change. In M. Fullan & A. Hargreaves (Eds.), Teacher development and educational change (pp. 1-9). London: Palmer.
20. Hewson, P. W., & Hewson, M. G. A'B. (1989). An appropriate conception of teaching science: A view from studies of science learning. Science Education, 72(5), 597-614.
21. Hewson, P. W., Zeichner, K. M., Tabachnick, B. R., Blomker, K. B., & Toolin, R. (1992, April). A conceptual change approach to science teacher education at the University of Wisconsin - Madison. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
22. Holmes Group. (1986). Tomorrow's teachers: A report from the Holmes Group. East Lansing, MI: Author.
23. Holmes Group. (1990). Tomorrow's schools: Principles of the design of professional development schools. East Lansing, MI: Author.
24. Holmes Group. (1995). Tomorrow's schools of education. East Lansing, MI: Author.
25. Johnson, M. (1987). The body in the mind: The bodily basis of meaning, imagination, and reason. Chicago: University of Chicago Press.
26. Kincheloe, J. (1991). Teachers as researchers: Qualitative inquiry as a path to empowerment. London: Palmer.
27. Lieberman, A., & Miller, L. (1990). Teacher development in professional practice schools. Teachers College Record, 92(1), 105-122.
28. Lipton, L., & Greenblatt, R. (1992). Supporting the learning organization: A model for congruent system-wide renewal. Journal of Staff Development, 13(3), 20-25.
29. Loucks-Horsley, S., Carlson, M., Brink, L., Horwitz, P., Marsh, D., Pratt, H., Roy, K., & Worth, K. (1989). Developing and supporting teachers for elementary school science education. Andover, MA: National Center for Improving Science Education.
30. Munby, H., & Russell, T. (1992). Transforming chemistry research into chemistry teaching: The complexities of adopting new frames for experience. In T. Russell & H. Munby (Eds.), Teachers and teaching: From classroom to reflection (pp. 90-108). London: Palmer.
31. National Academy of Sciences and Engineering. (1982). Report on a convocation. Washington, DC: Author.
32. National Commission on Excellence in Education. (1983). A nation at risk: The imperative for educational reform. Washington, DC: U.S. Department of Education.
33. National Research Council. (1996). National science education standards. Washington, DC: National Academy of Sciences.
34. National Science Board Commission on Precollege Education in Mathematics, Science, and Technology. (1983). Educating Americans for the 21st century. Washington, DC: National Science Board.
35. Nichols, S., Sullivan, B., & Sweeney, A. (1995, April). Perspectives on teacher-learning and science at an elementary professional practice school. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco.
36. Raizen, S., & Michelsohn, A. (1994). The future of science in elementary schools. San Francisco: Jossey-Bass.
37. Sarason, S. (1990). The predictable failure of educational reform. San Francisco: Jossey-Bass.
38. Schön, D. A. (1983). Educating the reflective practitioner: How professionals think in action. New York: Basic.
39. Science Curriculum Improvement Study. (1970). Chicago: Rand McNally.
40. Shroyer, M. G., Ramey-Gassert, L., Hancock, M., Moore, P., & Walker, M. (1995). Math, science, technology after-school clubs and summer magnet schools: Collaborative professional development opportunities for science educators. Journal of Science Teacher Education, 6(2), 112-119.
41. Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
42. Sparks, D. (1995, Winter). A paradigm shift in staff development. ERIC Review, 3(3), 5-11.
43. Sparks, D., & Loucks-Horsley, S. (1990). Models of staff development. In W. R. Houston, M. Haberman, & J. Sikula (Eds.), Handbook of research on teacher education (pp. 234-250). New York: Macmillan.
44. Tafel, L., & Bertani, A. (1992). Reconceptualizing staff development for systemic change. Journal of Staff Development, 13(4), 42-45.
45. Tippins, D., Nichols, S., & Tobin, K. (1993). Reconstructing science teacher education within communities of learners. Journal of Science Teacher Education, 4(3), 65-72.
46. Tobin, K. (1995). Teacher change and the assessment of teacher performance. In B. J. Fraser & H. J. Walberg (Eds.), Improving science education (pp. 145-170). Chicago: National Society for the Study of Education and University of Chicago Press.
47. Tobin, K., & Espinet, M. (1990). Teachers helping teachers to improve high school mathematics teaching. School Science and Mathematics, 90, 232-244.
48. Tobin, K., Tippins, D., & Gallard, A. (1994). Research on instructional strategies for science teaching. In D. Gabel, P. Blosser, & D. Butts (Eds.), Handbook of research on science teaching and learning (pp. 45-93). New York: Macmillan.
49. Ulich, R. (1947). Three thousand years of educational wisdom: Selections from great documents. Cambridge, MA: Harvard University Press.
50. von Glasersfeld, E. (1995). A constructivist approach to teaching. In L. Steffe & J. Gale (Eds.), Constructivism in education (pp. 3-15). Hillsdale, NJ: Erlbaum.
51. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
52. Wheatley, G. (1991). Constructivist perspectives on mathematics and science learning. Science Education, 75(1), 9-20.
53. Winitzky, N., Stoddard, T., & O'Keefe, B. (1992). Great expectations: Emergent professional development schools. Journal of Teacher Education, 43(1), 3-18.
54. Zeichner, K. (1986). Preparing reflective teachers: An overview of instructional strategies which have been employed in preservice teacher education. International Journal of Educational Research, 11, 565-575.