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Volumn 17, Issue 1, 2006, Pages 1-14

Teacher research experiences, partnerships with scientists, and teacher networks sustaining factors from professional development

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Indexed keywords


EID: 33746810545     PISSN: 1046560X     EISSN: 15731847     Source Type: Journal    
DOI: 10.1007/s10972-005-9000-5     Document Type: Article
Times cited : (87)

References (20)
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  • 2
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  • 3
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    • Dresner, M.1
  • 4
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    • Mutual benefits of scientist/teacher partnerships
    • Dresner, M., & Starvel, E. (2004). Mutual benefits of scientist/teacher partnerships. Academic Exchange Quarterly, 8, 252-256.
    • (2004) Academic Exchange Quarterly , vol.8 , pp. 252-256
    • Dresner, M.1    Starvel, E.2
  • 5
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    • The sense of place and the neighborhood school: Implications for building social capital and for community development
    • R. Crousen (Ed.). Nashville, TN: Vanderbilt University
    • Driscoll, M. E. (2000). The sense of place and the neighborhood school: Implications for building social capital and for community development. In R. Crousen (Ed.), Community development and school reform (pp. 1-19). Nashville, TN: Vanderbilt University.
    • (2000) Community Development and School Reform , pp. 1-19
    • Driscoll, M.E.1
  • 7
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    • Sustaining teacher commitment: The role of professional communities
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    • Hausman, C.1    Goldring, E.2
  • 9
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    • Practices that support teacher development
    • Lieberman, A. (1995). Practices that support teacher development. Phi Delta Kappan, 76, 591-597.
    • (1995) Phi Delta Kappan , vol.76 , pp. 591-597
    • Lieberman, A.1
  • 10
    • 21144478157 scopus 로고
    • Teachers' professional development in a climate of educational reform
    • Little, J. W. (1993). Teachers' professional development in a climate of educational reform. Educational Evaluation and Policy Analysis, 15, 129-151.
    • (1993) Educational Evaluation and Policy Analysis , vol.15 , pp. 129-151
    • Little, J.W.1
  • 12
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    • Relationship between ecological fieldwork and student attitudes toward environmental protection
    • Manzanal, R. F., Barreiro, L. M. R., & Jiminez, M. C. (1999). Relationship between ecological fieldwork and student attitudes toward environmental protection. Journal of Research in Science Teaching, 36, 431-453.
    • (1999) Journal of Research in Science Teaching , vol.36 , pp. 431-453
    • Manzanal, R.F.1    Barreiro, L.M.R.2    Jiminez, M.C.3
  • 13
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    • Millar, R., & Osborne, J. (Eds.). London: King's College
    • Millar, R., & Osborne, J. (Eds.). (1998). Beyond 2000: Science education for the future. London: King's College.
    • (1998) Beyond 2000: Science Education for the Future
  • 14
    • 0003608696 scopus 로고    scopus 로고
    • Washington, DC: National Academy Press
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    • (1996) National Science Education Standards
  • 17
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    • Fostering teachers professionalism in schools
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    • Sykes, G. (1991). Fostering teachers professionalism in schools. In Elmore and Assoc. (Eds.), Restructuring schools: The next generation of educational reform (pp. 59-96). San Francisco, Jossey-Bass.
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    • Impact of inservice education in elementary science: Participants revisited a year later
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  • 19
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    • Van Driel, J. H., Beijaard, D., & Verloop, N. (2001). Professional development and reform in science education: The role of teachers' practical knowledge. Journal of Research in Science Teaching, 38, 137-158.
    • (2001) Journal of Research in Science Teaching , vol.38 , pp. 137-158
    • Van Driel, J.H.1    Beijaard, D.2    Verloop, N.3
  • 20
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    • Veal, W., Kubasko, D. S., & Fullager, P. (2002). Web-based course on earth and environmental science for preservice and inservice teachers. Journal of Science Teacher Education, 13, 131-146.
    • (2002) Journal of Science Teacher Education , vol.13 , pp. 131-146
    • Veal, W.1    Kubasko, D.S.2    Fullager, P.3


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.