Student Outcomes in a Local Systemic Change Project

School Science and Mathematics

Volumn 101, Issue 8, 2001, Pages 417-426

  Raghavan, Kalyani ^a   Cohen Regev, Shira ^a   Strobel, Shelley A ^a  

^a UNIVERSITY OF PITTSBURGH   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 38949112632     PISSN: 00366803     EISSN: 19498594     Source Type: Journal    
DOI: 10.1111/j.1949-8594.2001.tb17877.x     Document Type: Article

References (8)

1. Banilower, E. (2000). Local systemic change through teacher enhancement: A summary of project efforts to examine the impact of the LSC on student achievement [Online]. Available: http://lsc-net.terc.edu/.
2. 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.
3. National Research Council. (1996). National science education standards. Washington, DC : National Academy Press.
4. Peak, L. (1996). Pursuing excellence: A study of U.S. eighth-grade mathematics and science teaching, learning, curriculum, and achievement in international context. Washington, DC : U.S. Government Printing Office.
5. Project 2061. (1993). Benchmarks for science literacy. American Association for the Advancement of Science. New York : Oxford University Press.
6. Raghavan, K. (2000). ASSET 1999-2000 supplemental report on classroom observations. (Technical Report Submitted to National Science Foundation).
7. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14.
8. Supovitz, J. A., & Turner, H. M. (2000). The effects of professional development on science teaching practices and classroom culture. Journal of Research in Science Teaching, 37, 963-980.