Supporting science teacher learning: The role of educative curriculum materials

Journal of Science Teacher Education

Volumn 13, Issue 3, 2002, Pages 221-245

  Schneider, Rebecca M ^a   Krajcik, Joseph ^b  

^a UNIVERSITY OF TOLEDO   (United States)

^b UNIVERSITY OF MICHIGAN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 16244416274     PISSN: 1046560X     EISSN: 15731847     Source Type: Journal    
DOI: 10.1023/A:1016569117024     Document Type: Article

References (41)

1. Apple, M. W., & Jungck, S. (1990). "You don't have to be a teacher to teach this unit": Teaching, technology, and gender in the classroom. American Educational Research Journal, 27, 227-251.
2. Ball, D. L., & Cohen, D. K. (1996). Reform by the book: What is - or might be-the role of curriculum materials in teacher learning and instructional reform? Educational Researcher, 25(9), 6-8, 14.
3. Blumenfeld, P. C., Fishman, B. J., Krajcik, J. S., Marx, R. W., & Soloway, E. (2000). Creating usable innovations in systemic reform: Scaling-up technology-embedded project-based science in urban schools. Educational Psychologist, 35(3), 149-164.
4. Blumenfeld, P. C., Marx, R., Patrick, H., & Krajcik, J. (1996). Teaching for understanding. In I. F. Goodson (Ed.), International handbook of teachers and teaching. Dordrecht, The Netherlands: Kluwer Academic Publishers.
5. Borko, H., Bellamy, M. L., & Sanders, L. (1992). A cognitive analysis of patterns in science instruction by expert and novice teachers. In H. Munby (Ed.), Teachers and teaching: From classroom to reflection (pp. 49-70). London: The Palmer Press.
6. Borko, H., & Livingston, C. (1989). Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers. American Educational Research Journal, 26, 473-498.
7. Borko, H., & Mayfield, V. (1995). The roles of the cooperating teacher and university supervisor in learning to teach. Teaching and Teacher Education, 11, 501-518.
8. Borko, H., & Putnam, R. T. (1996). Learning to teach. In D. C. Berliner (Ed.), Handbook of educational psychology. New York, NY: Macmillan.
9. Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
10. Carter, K. (1990). Teachers' knowledge and learning to teach. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 291-310). New York, NY: Macmillan Publishing Company.
11. Clermont, C. P., Borko, H., & Krajcik, J. S. (1994). Comparative study of the pedagogical content knowledge of experienced and novice chemical demonstrators. Journal of Research in Science Teaching, 31, 419-441.
12. Collopy, R. (1999). Teachers use of and learning from curriculum materials. Unpublished doctoral dissertation, University of Michigan, Ann Arbor.
13. Ericsson, K. A., & Simon, H. A. (1993). Protocol analysis: Verbal reports as data (revised ed.). Cambridge, MA: MIT Press.
14. Fenstermacher, G. D. (1994). The knower and the known: The nature of knowledge in research on teaching. In L. Darling-Hammond (Ed.), Review of Research in Education (Vol. 20, pp. 3-56). Washington, DC: American Educational Research Asociation.
15. Fishman, B., Best, S., Foster, J., & Marx, R. W. (2000). Fostering teacher learning in systemic reform: A design proposal for developing professional development. Paper presented at the National Association of Research in Science Teaching, New Orleans, LA.
16. Franke, M. L., Carpenter, T., Fennema, E., Ansell, E., & Behrend, J. (1998). Understanding teachers' self-sustaining, generative change in the context of professional development. Teaching and Teacher Education, 14, 67-80.
17. Franke, M. L., Carpenter, T., Levi, L. W., & Fennema, E. (1998). Teachers as learners: Developing understanding through children 's thinking. Paper presented at the American Educational Research Association, San Diego, CA.
18. Gess-Newsome, J. (1999). Pedagogical content knowledge: An introduction and orientation. In N. G. Lederman (Ed.), Examining pedagogical content knowledge: The construct and its implications for science education (Vol. 6, pp. 320). Boston: Kluwer Academic Publishers.
19. Grossman, P. L., & Richert, A. E. (1988). Unacknowledged knowledge growth: Re-examination of the effects of teacher education. Teaching & Teacher Education, 4, 53-62.
20. Guskey, T. R. (1986). Staff development and the process of teacher change. Educational Researcher, 15(5), 5-12.
21. Krajcik, J. S., Blumenfeld, P. C., Marx, R. W., & Soloway, E. (1999). Instructional, curricular, and technological supports for inquiry in science classrooms. In E. V Zee (Ed.), Inquiry into inquiry science learning and teaching. Washington, D.C.: American Association for the Advancement of Science Press.
22. Krajcik, J. S., Czerniak, C. M., & Berger, C. (1999). Teaching children science: A project-based approach. Boston, MA: McGraw-Hill.
23. Krajcik, J. S., Marx, R. W., Blumenfeld, P. C., Soloway, E., & Fishman, B. (2000). Inquiry based science supported by technology: Achievement among urban middle school students. Paper presented at the National Association of Research in Science Teaching, New Orleans, LA.
24. Magnusson, S., Krajcik, J. S., & Borko, H. (1999). Nature, sources and development of pedagogical content knowledge for science teaching. In N. G. Lederman (Ed.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 95-132). Netherlands: Kluwer Academic Publishers.
25. Marx, R. W., Blumenfeld, P. C., Krajcik, J. S., & Soloway, E. (1997). Enacting project-based science. Elementary School Journal, 97, 341-358.
26. Pajares, F. M. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332.
27. Richardson, V. ( 1990). Significant and worthwhile change in teaching practice. Educational Researcher, 19(7), 10-18.
28. Ruopp, R. (1993a). LabNet: Toward a community of practice. Journal of Science Education and Technology, 2(1), 305-319.
29. Ruopp, R. (1993b). Students and learning. Journal of Research in Rural Education Theme issue with title "Telecommunication and Rural Schools: The TERCLabNetwork", 9, 43-46.
30. Schneider, R. M., & Center for Highly Interactive Computing in Education. ( 1999). Why do I need to wear a bike helmet? Ann Arbor, MI: University of Michigan.
31. Scott, C. (1994). Project-based science reflections of a middle school teacher. The Elementary School Journal, 95, 75-94.
32. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(1), 4-14.
33. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.
34. Singer, J., Marx, R. W., Krajcik, J. S., & Clay-Chambers, J. (2000). Constructing extended inquiry projects: Curriculum materials for science education reform. Educational Psychologist, 35(3), 164-178.
35. TERC. (1995). Investigations in numbers, data and space. Palo Alto, CA: Dale Seymour Publications.
36. Tinker, R. (1996a). The problem of extended inquiry in science teaching: Technology-rich curricula to the rescue, http://www.concord.org: Concord Consortium.
37. Tinker, R. (1996b). Thinking about science, http://www.concord.org: Concord Consortium.
38. Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248.
39. Wallace, J., & Louden, W. (1998). Curriculum change in science: Riding the waves of reform. In K. G. Tobin (Ed.), International handbook of science education (Vol. 1, pp. 471-485). Dordrecht, The Netherlands: Kluwer Academic Publishers.
40. White, B. Y., & Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: making science accessible to all students. Cognition and Instruction, 16, 3-118.
41. Wilson, S. M., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development, Review of Research in Education (Vol. 24, pp. 173-209). Itascu, IL: FE Peacock Publishers.