Factors influencing the transformation of new teaching approaches from a programme of professional development to the classroom

International Journal of Science Education

Volumn 30, Issue 5, 2008, Pages 689-709

  Watson, Rod ^a   Manning, Alex ^a  

^a KING'S COLLEGE LONDON   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 41149145274     PISSN: 09500693     EISSN: 14645289     Source Type: Journal    
DOI: 10.1080/09500690701854881     Document Type: Article

References (52)

1. Adey, P., Hewitt, G., Hewitt, J. and Landau, N. (2004) The professional development of teachers: Practice and theory, Kluwer Academic Publishers, London
2. Black, P. J. and Wiliam, D. (1998) Inside the black box: Raising standards through classroom assessment, King's College London, London
3. Black, P. J. and Wiliam, D. (1998) Assessment and classroom learning. Assessment in Education, 5:1, pp. 7-74.
4. Bredson, P. V. and Johansson, O. (2000) The school principal's pole in teacher professional development. Journal of In-service Education, 26, pp. 385-401.
5. Crossley, M. and Guthrie, G. (1987) INSET and the impact of examinations on classroom practice. Teaching and Teacher Education, 3, pp. 65-76.
6. Denscombe, M. (2002) The good research guide, Open University Press, Buckingham, UK
7. Dillon, J. S., Duschl, R., Sissling, S. and Watson, R. (2002) Science teachers as researchers - a model for professional development. School Science Review, 84:307, pp. 43-48.
8. Foulds, K., Gott, R. and Duggan, S. (1997) Collins Educational, London
9. Foulds, K., Gott, R. and Duggan, S. (1998) Collins Educational, London
10. Foulds, K., Gott, R. and Duggan, S. (1999) Collins Educational, London
11. Fullan, M. G. and Hargreaves, A. (1991) What's worth fighting for? Working together for your school, The Regional Laboratory for Educational Improvement, Andover, MA
12. Goldsworthy, A., Watson, J. R. and Wood-Robinson, V. (1999) Investigations: Getting to grips with graphs, Association for Science Education, Hatfield, UK
13. Goldsworthy, A., Watson, J. R. and Wood-Robinson, V. (2000) Investigations: Developing understanding, Association for Science Education, Hatfield, UK
14. Gott, R. and Murphy, P. (1987) Assessing investigations at ages 13 and 15, DES, London
15. Gott, R. and Duggan, S. (1995) Investigative work in the science curriculum, Open University Press, Buckingham, UK
16. Guariento, W. A. (1997) Innovation management issues raised by distance-learning project in Eritrea: Can such projects be successfully transplanted from one developing country to another?. System, 25, pp. 399-407.
17. Harlen, W. (2000) Teaching learning and assessing science, pp. 80-89. Paul Chapman Publishing Ltd, London
18. Hewson, P. W., Butler, J. K., Scantlebury, K. and Davies, D. (2001) Equitable science education in urban middle schools: Do reform efforts make a difference?. Journal of Research in Science Teaching, 38, pp. 1130-1144.
19. Hiebert, J., Gallimore, R. and Stigler, J. (2002) A knowledge base for the teaching profession: What would it look like and how can we get one?. Education Researcher, 31:5, pp. 3-15.
20. Hoban, G. F. (2002) Teacher learning for educational change, Open University Press, Buckingham, UK
21. Huberman, M. and Miles, M. (1984) Innovation up close, Plenum, New York
22. Johnson, S., Monk, M. and Hodges, M. (2000) Teacher development and change in South Africa: A critique of the appropriateness of transfer of northern/western practice. Compare, 30, pp. 179-192.
23. Joyce, B. and Showers, B. (1988) Evaluating staff development programmes. Student achievement through staff development, pp. 111-128. Longman, London
24. Ladson-Billings, G. (1994) The dream keepers: Successful teachers of African American children, Jossey-Bass, San Francisco, CA
25. Lemke, J. L. (2001) Articulating communities: Sociocultural perspectives on science education. Journal of Research in Science Teaching, 38, pp. 296-316.
26. Lock, R. (1990) Open-ended problem-solving investigations: What do we mean and how can we use them?. School Science Review, 71:256, pp. 63-72.
27. Loucks-Horsley, S., Love, N., Stiles, K., Mundry, S. and Hewson, P. (1998) Designing professional development for teachers of science and mathematics, Corwin Press Inc, Thousand Oaks, CA
28. Marx, R. W., Freeman, J. K., Krajick, J. S. and Blumenfeld, P. C. (1998) Professional development of science teachers. International handbook of teacher education, Kluwer Academic Publishers, Dordrecht, The Netherlands
29. Millar, R., Lubben, F., Gott, R. and Duggan, S. (1994) Investigating the school science laboratory: Conceptual and procedural knowledge and their influence on performance. Research Papers in Education, 9, pp. 207-248.
30. Monk, M., Johnson, S. and Swain, J. (1998) Modelling adaptation in the evolution of an in-service programme: Blind variation and selective retention in school-based observation activities. Journal of In-service Education, 24, pp. 429-444.
31. Munby, H., Cunningham, M. and Lock, C. (2000) School science culture: A case-study of barriers to developing professional knowledge. Science Education, 84, pp. 193-211.
32. National Board for Professional Teaching Standards (1998) Early adolescence/science standards, National Board for Professional Teaching Standards, Arlington, VA
33. Peers, C. E., Diezmann, C. M. and Walters, J. J. (2003) Supports and concerns for teacher professional growth during the implementation of a science curriculum innovation. Research in Science Education, 33, pp. 89-110.
34. Placier, P. and Hamilton, M. L. (1994) Schools as a context: A complex relationship. A theory of teacher change and the process of staff development: A case of reading instruction, pp. 148-159. Teachers' College Press, New York
35. Putnam, R. T. and Borko, H. (2000) What do new views of knowledge and thinking have to say about research on teacher learning?. Educational Researcher, 29:1, pp. 4-16.
36. Ruiz-Primo, M. A. and Shavelson, R. (1995) Rhetoric and reality in science performance assessment: An update. Paper presented at the American Educational Research Association San Francisco, CA
37. (2002) Teaching Secondary Scientific Enquiry, John Murray, London
38. Scholtz, Z., Watson, R. and Amosun, O. (2004) Investigating science teachers response to curriculum development. African Journal of Research in Mathematics, Science and Technology Education, 8:1, pp. 41-52.
39. Sebatane, E. M. (1994) Enhancement of teacher capacities and capabilities in school-based Assessment: Lesotho experience. Assessment in Education, 1, pp. 223-224.
40. Showers, B., Joyce, B. and Bennett, B. (1987) Synthesis of research on staff development: A framework for future study and a state-of-the-art analysis. Educational Leadership, 45:3, pp. 77-87.
41. Soudien, C. and Colyn, W. (1992) The safety of theory: Working with educators in a squatter community. Journal of Educational Thought, 26, pp. 258-271.
42. Stein, M. K., Smith, M. and Silver, E. A. (1999) The development of professional developers: Learning to assist teachers in new settings in new ways. Harvard Educational Review, 69, pp. 237-269.
43. Swain, J. R. L. (1991) The nature and assessment of scientific explorations in the classroom. School Science Review, 72:260, pp. 65-77.
44. Taylor, R. M. (1990) The National Curriculum: A study to compare levels of attainment with data from the APU science surveys. School Science Review, 72:258, pp. 31-37.
45. van Driel, J. H., Beijaard, D. and Verloop, N. (2001) Professional development and reform in science education: The role of teachers' practical knowledge. Journal of Research in Science Teaching, 38:2, pp. 137-158.
46. Watson, J. R., Wood-Robinson, V. and Goldsworthy, A. (2000) Investigations: Targeted learning, Association for Science Education, Hatfield, UK
47. Watson, J. R. (2006) Beyond fair testing: Teaching different types of scientific enquiry, Gatsby Science Enhancement Programme, London
48. Watson, J. R., Swain, J. R. L. and McRobbie, C. (1999) The interaction between teaching styles and pupil autonomy in practical science investigations: A case-study. Practical work in science education: Recent research studies, pp. 148-159. Roskilde University Press, Roskilde, Denmark
49. Watson, J. R., Wood-Robinson, V. and Goldsworthy, A. (1999) What is not fair about investigations. School Science Review, 80:292, pp. 101-106.
50. Watson, R. and Wood-Robinson, V. (1998) Learning to investigate. The ASE guide to secondary science education, pp. 84-91. Stanley Thornes, Cheltenham
51. Watson, R., Goldsworthy, A. and Wood-Robinson, V. (2002) What is not fair with investigations?. Aspects of secondary science teaching, pp. 53-59. RoutledgeFalmer, London
52. Wu, J. (1998) School work environment and its impact on the professional competence of newly qualified teachers. Journal of In-service Education, 24, pp. 212-225.