The development of leadership among chemistry teachers in Israel

International Journal of Science and Mathematics Education

Volumn 1, Issue 1, 2003, Pages 39-65

  Hofstein, Avi ^a   Carmi, Miriam ^b   Ben Zvi, Ruth ^b  

^a WEIZMANN INSTITUTE OF SCIENCE   (Israel)

^b NONE

Author keywords

Leadership; Learning environment; Professional development; Teacher leaders

Indexed keywords

EID: 18844416897     PISSN: 15710068     EISSN: None     Source Type: Journal    
DOI: 10.1023/A:1026139209837     Document Type: Article

References (39)

1. Adler, P.A. & Adler, P. (1998). Observational techniques. In N.K. Denzin & Y.S. Lincoln (Eds.), Collecting and interpreting qualitative methods (pp. 79-109). Thousand Oaks, CA: Sage.
2. Anderson, R.D. & Mitchner, C.P. (1994). Research on science teacher education. In D.L. Gabel (Ed.), Handbook of research on science teaching and learning. New York: Macmillan.
3. Bell, B. (1998). Teacher development in science education. In B.J. Fraser & K.G. Tobin (Eds.), International handbook of science education. Dordrecht: Kluwer Academic Publishers.
4. Bell, B. & Gilbert, J. (1994). Teacher development as personal, professional, and social development. Teaching and Teacher Education, 10, 483-497.
5. Benchmarks for Scientific Literacy. (1993). Washington, DC: AAAS, Project 2061.
6. Bybee, R.W. (1993). Reforming science education. New York: Columbia University, Teachers College Press.
7. Bybee, R.W. (1995). Science curriculum reform in the USA. In R.W. Bybee & J.D. McInereny (Eds.), Redesigning the science curriculum; A report on the implication of standards and benchmarks for science education. Colorado Springs: BSCS.
8. Bybee, R.W. (1997). Meeting the challenges of achieving scientific literacy. A paper prepared for the International Conference on Science Education. Seoul, Korea.
9. Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8, 1-27.
10. Doyle, W. (1985). Recent research on classroom management: Implication for teacher preparation. Journal of Teacher Education, 36, 31-35.
11. Druckman, D.J., Singer, E. & Van Cott, H. (1997). Enhancing organizational performance. Washington, DC: National Research Council, National Academy Press.
12. Even, R. (1999). The development of teacher leaders and in-service teacher educators. Journal of Mathematics Teacher Education, 2, 3-24.
13. Fontana, A. & Frey, J.H. (1998). Interviewing: The art of science. In N.K. Denzin & Y.S. Lincoln (Eds.), Collecting and interpreting qualitative materials (pp. 47-78). Thousand Oaks, CA: Sage.
14. Fraser, B. (1998). Classroom environment instruments: Development, validity, and application. Learning Environments Research, 1, 7-33.
15. Friel, S.N. & Bright, G.W. (Eds.). (1997). Reflecting on our work: N.S.F teacher enhancement in K-6 mathematics. Lanham, MD: University Press of America.
16. Fullan, M.G. (1991). New meaning of educational change. New York: Teachers College Press.
17. Ganiel, U. (1995). Fostering change in science education: creation, implementation, evaluation, and research; The Israeli experience. In A. Hofstein, B. Eylon & G.J. Giddings (Eds.), Science Education: From Theory to Practice. Proceedings of a Conference. Rehovot: The Weizmann Institute of Science, Israel.
18. Gess-Newsome, J. (1999). Pedagogical content knowledge: An introduction and orientation. In J. Gess-Newsome & N.G. Lederman (Eds.), Examining pedagogical content knowledge. Dordrecht: Kluwer Academic Publishers.
19. Gitomer, D.H. & Duschl, R.A. (1998). Emerging issues and practices. In B.J. Fraser & K.G. Tobin (Eds.), International handbook of science education. Dordrecht: Kluwer Academic Publishers.
20. Hofstein, A. & Even, R. (2001). Developing chemistry and mathematics teacher-leaders in Israel. In C.R. Nesbit, J.D. Wallace, D.K. Pugalee, A. Courtny-Miller & W.J. DiBiase (Eds.), Developing teacher-leaders. Columbus, OH: ERIC Clearing House.
21. Hofstein, A. & Kempa, R.F. (1985). Motivating aspects in science education: An attempt at an analysis. European Journal of Science Education, 7, 221-229.
22. Hofstein A. & Lazarowitz, R. (1986). A comparison of the actual and preferred classroom learning environment in biology and chemistry as perceived by high school students. Journal of Research in Science Teaching, 23, 189-199.
23. Kempa, R.F. (1983). Developing new perspectives in chemical education. In Proceedings of the 7th International Conference in Chemistry, Education, and Society (pp. 34-42), Montpellier, France.
24. Lawrenz, F. (2001). Evaluation of teacher leader professional development. In C.R. Nesbit, J.D. Wallace, D.K. Pugalee, A. Courtny-Miller & W.J. DiBiase (Eds.), Developing teacher leaders. Columbus, OH: ERIC Clearing House.
25. Locke, E.A. (1991). The essence of leadership. Lanham: Lexington.
26. Loucks-Horsley, S., Bybee, R.W. & Wild, L.C. (1996). The role of community colleges in the professional development of science teachers. Journal of College Science Teaching, 26, 130-134.
27. Loucks-Horsley, S., Hewson, P.W., Love, N. & Stiles, K.E. (1998). Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin Press.
28. Loucks-Horsley, S. & Matsumoto, C. (1999). Research on professional development for teachers of mathematics and science: The state of the scene. School Science and Mathematics, 99, 258-271.
29. Miles, M.B. & Huberman, A.M. (1994). Qualitative data analysis, 3rd ed. Thousand Oaks, CA: Sage.
30. National Research Council (NRC) (1996). National science education standards. Washington, DC: National Academy Press.
31. Pratt, H. (2001). The role of the science leader in implementing standard-based science programs. In J. Rohton & P. Bowers (Eds.), Professional development, leadership, and the diverse learner. Washington, DC: NSTA Press.
32. Radford, D.L. (1998). Transferring theory into practice: A model for professional development for science education reform. Journal of Research in Science Teaching, 35, 73-88.
33. Romberg, T.A. & Pitman, A.J. (1990). Curricular material and pedagogical reform: Teacher's perspective and use of time in the teaching of mathematics. In R. Bromme & M. Ben-Peretz (Eds.), Time for teachers: Time in schools from practitioner's perspectives (pp. 189-226). New York: Columbia University Teachers College Press.
34. Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14.
35. Spillane, J.P., Halverson, R. & Diamond, J.B. (2001). Investigating schools leadership practice: A distributed perspective. Educational Researcher, 30, 23-28.
36. Strauss, A. & Corbin, J. (1998). Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage.
37. Tobin, K., Tippins, D. & Gallard, A. (1994). Research on instructional strategies for science teachers. In D. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 45-93). New York: Macmillan.
38. Tomorrow 98: Report (1992). Superior Committee on Science Mathematics and Technology Education in Israel. Jerusalem, Israel: The Ministry of Education and Culture (English edition 1994).
39. Van den Berg, E., Lunetta, V.N. & Finegold, M. (1995). Introduction to strand B: A focus on the teacher. In A. Hofstein, B. Eylon & G.J. Giddings (Eds.), Science Education: From Theory to Practice, Proceedings of a Conference. Rehovot: The Weizmann Institute of Science, Israel.