Making the case for school-based systemic reform in science education

Journal of Science Teacher Education

Volumn 21, Issue 3, 2010, Pages 279-282

  Johnson, Carla C ^a  

^a UNIVERSITY OF CINCINNATI   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77952293634     PISSN: 1046560X     EISSN: 15731847     Source Type: Journal    
DOI: 10.1007/s10972-009-9182-3     Document Type: Article

References (17)

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2. Czerniak, C. M., Beltyukova, S., Struble, J., Haney, J. J., & Lumpe, A. T. (2005). Do you see what I see? The relationship between a professional development model and student achievement. In R. E. Yager (Ed.), Exemplary science in grades 5-8: Standards-based success stories (pp. 13-43). Arlington, VA: NSTA Press.
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8. Johnson, C. C., Kahle, J. B., & Fargo, J. (2007a). Effective teaching results in increased science achievement for all students. Science Education, 91, 371-383.
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14. Loucks-Horsley, S., Love, N., Stiles, K. E., Mundry, S., & Hewson, P. W. (2003). Designing professional development for teachers of mathematics and science. Thousand Oaks, CA: Corwin Press.
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16. Shymansky, J. A., Yore, L. D., & Anderson, J. O. (2004). Impact of a school district's science reform effort on the achievement and attitudes of 3rd- and 4th-grade students. Journal of Research in Science Teaching, 41, 771-790.
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